There is considerable literature that supports the proposition that the body is central concern for Heath and Physical Education (HPE) professionals. This particular group of individuals have certain dispositions, beliefs and attitudes with regard to the body which can be readily conveyed to their students in intentional and unintentional ways through pedagogical encounters. This paper will discuss how a group of HPE teachers and undergraduate Human Movement Studies (Education) students think about and consider the body, how past events of their lives may have influenced their dispositions, beliefs and attitudes and how this might influence their ideas regarding HPE teaching. Taking a poststructuralist perspective and using life-history as method I will explore how these HPE teachers came to shape their particular dispositions across time. I will argue that life-history is a suitable method to interrogate body dispositions since significant events that are remembered, and the way that they are subsequently storied, have an important role in the construction of self and in the process of becoming HPE teachers. Memories are not innocent or transparent, they are constructed through language and discourses and in this way, influenced with particular power effects.