This study was conducted within the context of initial teacher training, seeking to infer the meaning attributed to Physical Education and Social Transformation by Physical Education teachers in training, in order to contribute with a definition of the concept. The methodology employed is the exploratory case study; a qualitative survey was administered to a sample of 31 university students enrolled in Physical Education Pedagogy in the Metropolitan region of Chile. The results reveal two categories with six subcategories, highlighting elements of relationship and implications. They demonstrate a causal and complementary relationship between Physical Education and Social Transformation, where the latter is contingent upon the former. Additionally, four aspects within the implications emerge, focusing on action, changes, process and consequences in the suggested concept of Physical Education and Social Transformation (EFyTS). Based on this, a definition of this composite concept is suggested as a contribution to its social and disciplinary construction.