Abstract. This mixed-methods study investigated the perceptions of Physical Education (PE) graduates on their education obtained at a public university in the state of Santa Catarina, Brazil. An online questionnaire was applied to collect information regarding the initial education of 94 graduates (50 bachelors and 44 teachers) trained under the new curricular proposal implemented in 2008 at the institution. Extension (8.35±1.51) and research activities (8.24±1.66) achieved the highest scores, with emphasis on the diversity of structures and options offered. The graduates’ classmates (7.45±1.73), due to the lack of dedication and commitment to the program, and the curricular structure (7.64±1.59), due to the problems in the courses’ semiannual organization, received the lowest ratings. Teachers evaluated their course higher than the bachelors, especially in the components of faculty (T = 8.55±1.02; B = 7.28±1.37), classmates (T = 7.91±1.60; B = 7.04±1.76), physical infrastructure (T = 8.30±1.69; B = 7.64±1.34), supervised internships (T = 8.61±1.45; B = 7.72±1.73), and overall program evaluation (T = 8.64±1.10; B = 7.82±1.35). Factors such as supervised internships, curricular structure, faculty, and extension activities explained 59.0% of the variance of the overall program evaluation. Considering these results, those responsible for structuring the PE program can consolidate the practices and components that have been well evaluated, as well as think of alternatives to reduce the weaknesses and negative aspects perceived by the graduates.