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In literature researchers usually mention student teachers’teacher education program and after that.On the contrary, student teachers’ experiences abouttheir primary, elementary and high school physicaleducation are rarely mentioned. The aim of thisstudy was to explore the effects of student teachers’acculturation and professional socialization on teachingpractice course with a triangle of the studentteacher, cooperating teacher, and university supervisors.In this study, the action research of qualitativeresearch design was used. Participants of this studywere two male and one female student teachers whowere 4th-grade students in Physical Education andSports Teacher Education Department, one male cooperatingteacher and one female teacher educatorand her assistant responsible for teaching practicecourse of the university. Data collection tools weresemi-structured interviews, field notes and studentteachers’ lesson plans. Collected data were analysedby content analysis (Patton, 2002). After the analysis,there were 2 themes named “remains from secondaryschool and high school physical education classes” and“prior experiences for being a physical education teacher”.The results indicated that teaching practice courseis productively affected by student teachers’ previousphysical education experiences and time spent inuniversity before their inaugurations. It is seen that thehelp of university supervisors and the cooperating teacheris needed to solve encountered the problems. Asa consequence, student teachers’ physical educationcourse experiences gained during secondary and highschool education positively or negatively affect theirexperiences in the profession during undergraduateeducation. University supervisors and the cooperatingteachers should concertedly intervene into teachingpractice period of student teachers by taking into considerationof their experiences gain during acculturationand professional socialization.