Purpose: To investigate the physical, social, and professional isolation of physical education (PE) teachers identifying causes and solutions. Methods: The participants were 65 PE teachers who had attended a provincial professional association physical and health educator conference. This mixed-methods study collected data through surveys, interviews, and focus groups. Survey data were analyzed for thematic trends, supporting the triangulation of data through interviews and a focus group. Multiple researchers analyzed the data using analytic induction and constant comparison techniques. Results: Isolation negatively influenced participants to varying degrees. Three themes were evident in the data: isolation (physical, social, and professional), marginalization (perceived mattering and administrative support), and a lack of PE-focused professional development. Discussion: The interplay or self-perpetuating cycle between the isolation of PE teachers, marginalization, a lack of perceived mattering, and career stagnation resulting from a deficit of PE-specific professional development should be addressed by administrators at all levels of education.