Professionalization of health and physical education (HPE) teachers is a highly charged and contested concept both globally and within Canada (Kougioumtzis et al., 2011). Given that aspects of professionalization, such as organizational/situational barriers and perceptions of low prestige, contribute directly to teacher attrition (Banville & Rikard, 2009), understanding HPE teachers’ professionalization is crucial. The path to professionalization for Canadian teachers is governed by each province, creating unique provincial contexts. In Quebec, HPE teachers have called for the establishment of a professional order for over 40 years. However, such calls have been largely ignored by the provincial government. Ontario offers a unique comparative context in that it is the only province in Canada that has a professional organization – the Ontario College of Teachers (OCT) – which licenses, governs and regulates the teaching profession. In addition to the OCT, within Ontario, there are many stakeholders who influence the professionalization of HPE teachers. Understanding who these stakeholders are and how they influence HPE teachers’ professionalization offers insight into the place and value of PE and challenges and issues that are faced in the professionalization process. Understanding these factors in the context of Ontario holds important implications for teachers in Quebec seeking professionalization.