School HPE makes a unique contribution to the physical, cognitive, emotional and social development of young people (Morgan & Burke,2008). The world summit on HPE in 1999 (Doll-Tepper & Scoretz, 2001) stated that this school subject provides the most effective meansof providing all young people, regardless of their ability, disability, sex, age, culture, race, ethnicity, religion, or social background, with theskills, attitudes, knowledge, and understanding for lifelong health and well-being. One point of departure in this EDUHEALTH project isthat the attainment of health equity goals can be accelerated when social justice and socially-critical perspectives underpin HPE teachingpractices to assist ‘students to examine and challenge the status quo, the dominant constructions of reality and the power relations thatproduce inequities, in ways that can lead to advocacy and community action’ (Wright, 2004, p. 7). New Zealand, Sweden and Norway areunique in that contemporary social justice issues foreground each countries’ HPE curricula – as introduced in the late 1990s. Calls fortertiary teacher education institutions to ensure that their graduating HPE teachers have an understanding of how socially-critical HPEmay be enacted, have led to a growing, if scattered, research base that articulates relevant practices in HPE teacher education. Yet thereis a paucity of research that documents how HPE teachers are imparting socially-critical perspectives in their schools: this paper willdiscuss how the EDUHEALTH project focuses on this critical research gap. EDUHEALTH will study HPE teachers’ practices in schoolsusing a Critical Incident Technique (CIT) inspired methodology (Tripp, 2012) to identify HPE teaching practices that clearly enact sociallycriticalperspective of physical activity and health. Data will be collected through multiple observations and interviews of HPE teachers inall three countries. This data will be analysed through a multi-phase process of inductive thematic analysis (Braun & Clarke, 2013) withfindings validated through triangulation of multiple observer reports and by a shared analysis of data by all 15 researchers affiliated withEDUHEALTH. This paper will report on some initial findings generated as part of the pilot studies. Ultimately, the findings of thiscollaborative research project will inform the creation of teaching strategies designed to assist HPE teachers in their own contexts todevelop more inclusive teaching practices, thus, contributing to more active, healthier citizens.