In terms of planning and achieving student learning in physical education, important variables that influence this goal include task organization, quantity and quality of practice, task structure, communication with students or feedback, appropriateness of the skills, and motivational climate. With respect to the construct of quality practice trials, goal achievement depends largely on how the teacher organizes his or her students. While a number of studies highlighted the importance of task planning and strict control over the tasks to enhance learning, little is known about student outcomes when they participate in different organizational formats within lessons. Consequently, the purpose of this study was to investigate the impact of various forms of task organization (lines, circuits, and game-like activities) on the quantity and quality of closed skills practice in physical education classes. In this study, those skills were the track and field events of hurdles, high jump, and shot put (representing one run, one jump, and one throw). The results from this study suggest that organizing practice in circuits allows for the most practice as well as the highest proportion of successful practice. While a possible explanation for this may be that teachers can plan tasks with different levels of complexity and, hence, better accommodate students of different skill levels, closer examination of the data suggests that certain tradeoffs might be considered. (Contains 2 tables.)