Physical education has been a stronghold of sex role stereotyping in this country from its roots to the present. Assumptions about sex differences have led to differential program philosophy, structure, and content. Title IX of the Education Amendments of 1972 was intended to provide equal opportunities for males and females to develop skills in the full range of activities. The implementation of Title IX, however, has not yet satisfactorily addressed the underlying stereotypes which still perpetuate disparate treatment and opportunities. Professional preparation programs must provide direct attention to the potential sources of sex role stereotyping within program design and to the ways to prevent their perpetuation.