The purpose of this study was to investigate a high school physical education student teacher's teaching behavior, and to compare difference in teaching behavior of different sport events, as well as her views on the teaching behavior. The participant was a female physical education student teacher purposively sampled from a group of physical education student teachers. Arizona State University Observation Instrument (ASUOI) was used to analyse the data collected from videotapes during physical education teaching lessons. Interviews were used to collect qualitative data, to elicit the in-depth understanding of physical education student teacher's views of her self-practice teaching behavior. The results showed that: (1) The occurrence of the physical education student teacher's instruction teaching behavior were management, concurrent instruction, positive modelling consecutively; less observed behaviors were use of first name and scold; (2) There were differences between gymnastics and volleyball teaching behaviors; (3) The physical education student teacher revealed both positive and negative views on self-practice teaching behavior, but was quite satisfactory about her own performance; (4) The instruction teaching behavior of physical assistance, modelling and questioning were used to promote motivation and improve learning outcomes. For the non-instruction teaching behavior, she thought that there should be more praise and less scold. In conclusion, the physical education student teacher's instruction teaching behavior was found more frequent than non-instruction teaching behavior. PE student teacher could use the findings as a reference for reflecting and improving teaching performance.