The purpose of the study was to explore the experiences of ten pre-service physical education teachers as they designed and implemented a community-based physical activity program through the Adventure Education model. Drawing on the occupational socialization theory as a theoretical framework, data were collected through field notes, document analysis (i.e. student-written reflection papers), and a semi-structured focus group interview. Results indicated that pre-service teachers encountered both successes and challenges in designing and implementing the program, perceiving it as a valuable opportunity to promote physical activity beyond physical education and within the community. This study suggests that PETE programs should integrate community-based physical activity promotion into undergraduate curricula to socialize pre-service teachers into their expanded roles as physical activity leaders. Authentic experiences aligned with occupational socialization theory can help pre-service teachers develop the necessary skills to promote physical activity within and beyond the school day.