This article focuses on a Sport Education project in Korea that has explored pedagogical issues during teachers' initial and developing implementation of Sport Education. Drawing on data gathered between 2004 and 2005 in collaboration with teachers in a middle school in Korea, the article presents a detailed analysis of developments in one case study school. It provides qualitative insights into the teacher role of facilitator of learning in the context of introducing students to new roles and pedagogical relationships in Sport Education. The curriculum and pedagogical development is identified as underpinned by a strong commitment to professional learning and sustained partnership between researchers and teachers. (Contains 1 table and 4 notes.)