The purpose of this study was to understand what motivates physical education teachers from the County of Geneva to get involved in or to withdraw from becoming supervising teachers (ST). Empirical data collected through an “indirect” qualitative method (plotting the responses of teachers asked to be ST) and a “direct” method (interviews with six teachers) led us to formulate two explanatory theories: (1) Teachers agree to be ST when the idea they have of this function and the conditions under which they will exercise it are in line with the resources they have to do the job (2) Teachers withdraw from the ST function when the symbolic and mobilizing stake of social recognition is not attained. These two theories, discussed in relation to a variety of sociological approaches the organizations use, need to be validated with more consistent empirical data. By virtue of the analytical generalization principle, they can nonetheless be transferred to other contexts, and also suggest a few ways to increase the attractiveness of the ST function.