It is important that Health and Physical Education (HPE) graduates from teacher education programs are equipped with the knowledge and skills to provide meaningful learning experiences to their school students. This study investigates pre-service HPE teachers' interpretation and translation of the Australian Curriculum: Health and Physical Education's (AC:HPE) five propositions. Using ‘policy as curriculum enactment’ as the theoretical perspective for this study, research questions were tailored to understand how pre-service teachers interpreted and translated the propositions and how contextual factors affected these enactments. Participants were six undergraduate HPE students from two Brisbane-based universities. Data for this study was collected by interviewing participants and analysing unit plans they created for a AC:HPE class. The results, presented via a thematic analysis, indicated that participants had superficial enactments of the propositions. The theoretical perspective was used to explain possible explanations for this surface-level understanding.