The main aim for this project was to investigate whether or not Initial Teacher Training programmes in the United Kingdom adequately prepared aspiring primary school teachers to deliver high quality Physical Education sessions to pupils. In order to acquire the data for this project, a qualitative research approach was utilised and involved six current primary school teachers being interviewed. Numerous studies were also explored in an attempt to analyse and reflect on a variety of experiences on a broader scale. Throughout this project, consistent themes and views surfaced regularly. It was highlighted that insufficient time was being allocated to Physical Education on Initial Teacher Training Programmes and a lack of teacher confidence, subject knowledge and motivation to teach the subject often acted as a barrier to the delivery of high quality Physical Education sessions. There were numerous benefits mentioned in literature and these were echoed in the interviews that took place. These included the development of vital life skills such as leadership and teamwork, enhancements in academic progress across the curriculum and improved levels of health and wellbeing. This project concludes by suggesting that Initial Teacher Training Programmes do not prepare primary school teachers to deliver high quality Physical Education sessions to pupils. However, recommendations are offered to Initial Teacher Training providers on how this can be addressed and rectified.