A study investigated students' reactions to the addition of nontraditional games (played in and traditional to another country) to the physical education curriculum. Seventh grade students in Australia were introduced to game development, skills, and present status of two sports, 'Midget' Hockey, a modified version of Canadian ice hockey, and American 'Flag' Football. Seventh grade California students were oriented to the nature of the game, skills, and present status of 'Box' Cricket, a form of English Cricket, and Australian 'Rules' Football. Each activity was taught 90 minutes a week for 5 weeks, and every unit of instruction was planned to include two measures of evaluation. The first evaluation method (observation) analyzed the groups' comprehension of rules and strategical concepts during participation in the activity. The second evaluation method (post instructional interviews) asked subjects questions concerning their interest in the games, improvement of athletic skiils, enjoyment, and preference to continue playing the game. Results indicate that youth preference in games is affected by the opportunity for participation and the value of the activity. The integration of nontraditional games should be considered as a means of familiarizing children with alternative forms of competition. (CJ)