This paper identifies subdisciplinary fragmentation, academic elitism, and negative stereotyping as obstacles impeding the process of collaboration among different groups within the profession of physical education. It provides examples of projects in which academics interacted among themselves and with physical education teachers, classroom teachers, and volunteer coaches. To the extent that these interactions reduce fragmentation and allow academics and practitioners to act as equal partners in the process of problem setting and problem solving, they are offered as ways to“connect”in physical education and as a basis for professional integration.