Research indicates the diversity of benefits associated with student teachers’ participation in sports. Nevertheless, it has yet to be determined which sports and sports programs are frequently participated in and are more impactful. This study provides insights into student teachers’ perceptions toward participation, involvement in, and importance of sports. Data were collected in four teachers colleges in Tanzania by triangulating the data using surveys and interviews with 393 participants. Findings show that the majority participated in football, netball, and basketball while they participated less in gymnastics, swimming, and tennis. Competition sports programs, training, and coaching sports programs were the most frequently participated programs. However, screening programs for sports talent recognition and recreational sports programs were less participated. The data reveal significant differences in perceptions toward involvement in planning and assessing sports programs between the two gender groups (p < 0.05). It also showed insignificant differences in perceptions toward involvement in designing and setting sports programs between males and females (p > 0.05). Correspondingly, the data reveal insignificant differences between males and females in perceptions of the importance of sports programs (p > 0.05). However, there are challenges to participating in sports. The college administrators and sports stakeholders need to set more strategies to outspread the accessibility of sports programs. Not limited, but the possible strategies include appropriate deployment of resources, preparing different forums to support sports programs, requesting support from sponsors and other sports stakeholders and being more creative in organizing different sports programs.
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