A hybrid Sport Education (SE) and Teaching Games for Understanding (TGfU) pedagogical model shifts responsibilities to students and enhances game play by focusing on tactical problems. The purpose of this study was to (1) examine pre-service teachers' (PTs) perceptions teaching a SE-TGfU hybrid; and (2) identify facilitators and inhibitors that PTs experienced when implementing the model. Twenty-two PTs taught a hybrid SE-TGfU invasion games season to 162 students aged 10 to 11 years. Data included focus group interviews, critical incident reflections, daily lesson plans, and field notes. Data were analyzed using thematic analysis. Results indicate that PTs were attracted to the hybrid model due to its unique and complementary nature and perceived increased levels of student engagement in the class. However, most PTs had a surface understanding of the hybrid model and lacked the pedagogical content knowledge to make adjustments. The importance of early, field based exposure to new pedagogical models is highlighted. (Contains 4 tables.)