Introduction: This study investigated the experience of a highly skilled student during a handball physical education unit in a French high school. More specifically, the analysis describes the nature of his involvement during two lessons that follow a pedagogical model close to the principles of Sport Education. The present case study of a student who experiences the gap between school and club practices raises the question of the possibility of promoting real "sport experiences" in school. It contributes to empirical studies investigating Sport Education models and is based on situated learning perspectives and the theory of community of practice. Method: The study was carried out in reference to the theoretical and methodological framework called "course of action," in view of conducting a local analysis based on the actor's point of view. The audio and video recordings of two lessons and post-lesson self-confrontation interviews allowed us to reconstruct this student's experience through the identification of elementary meaningful units. Results and discussion: The results indicated two main characteristics of this student's experience. First, we found a conflicting search for a "modus vivendi," which usually characterizes school practice but which is particularly problematic in this case because of the student's elite handball skills. He attempted to mobilize his outside handball expertise while still maintaining a legitimate activity in terms of school rules. His involvement revealed a considerable amount of negotiation to coordinate his playing with that of other members of the class, and also personal negotiation in response to the resulting instability of his identity. Second, his adoption of the role of tutor to help his teammates' progress led to positive participation in class activities. This position revealed the gradual appearance of a "broker-like" experience between two communities of practice engaged in the same physical activity. It reflects spontaneous adaptation of a dual membership (school and sport) through the use of a pedagogical approach based on sports models of practice. (Contains 1 table and 3 notes.)