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How do we encourage teachers to adopt Teaching Games for Understanding (TGfU) so that it becomes part of mainstream practice in physical education and community-based sports programmes worldwide? Why do some teachers adopt a TGfU instructional model and others stick to a technique-based approach? What happens to PETE students when they attempt to take innovative ideas out into the field? Can ‘old dogs’ learn new tricks? Can ‘puppies’ do things differently from their mentors out in the school system? Ryan and Cooper delineated five stages typical of the teaching career: (1) fantasy; (2) euphoria; (3) survival; (4) apprenticeship; and (5) rediscovering the dream. This article explores the journeys of both beginning and experienced teachers using these stages and suggests some ways in which TGfU can become part of their exploration. Moving from the comfort zone into unfamiliar areas can be a …