The propouse of this study was to know the level of preparation of Physical Education (PE) teachers to include on gender diversity in secondary school classes. The methodology is a qualitative one with a phenomenological design, for which it was worked with a limited number of participants taking into account the opinion and experience of six PE teachers from a city in the south-central part of Chile who graduated from two regional universities, The results indicate that, in general terms, the institutions studied do not include this area within the training itineraries and that it is necessary to review it in order to address this reality. It is concluded that in general, the PE teachers did not receive training on gender diversity or how to approach it pedagogically within their classes.