This paper explores how a cohort of pre-service Health and Physical Education (HPE) teachers from an Australian university describes and constructs health and the body. The courses that these undergraduates take in their degree program present different perspectives about health and the body to students. Some perspectives take the status of taken-for granted truths and others are dismissed or ignored. A relevant question is to what extent do these perspectives adequately equip these future HPE teachers to successfully teach the recently released Australian Curriculum: Health and Physical Education. Taking a poststructuralist Foucauldian perspective, the aim of this paper is to explore the challenges and dissonances that these undergraduates might face between how they have been schooled during their undergraduate programs and what the Australian Curriculum: Health and Physical Education expects from them to teach. How pre-service HPE teachers think about and relate to health and the body is important in terms of how they think about their professional practice and the influence they might have on students.