The purpose of this study was to determine the extent to which newly qualified teachers employed the Sport Education (SE) model. In addition, we attempted to discover factors that led to and facilitated beginning teachers employing the model and those that did not. Participants were six American and four British beginning teachers. Data were collected by formally interviewing each teacher. Analysis procedures employed were analytic induction and constant comparison. Occupational socialization was the theoretical framework that guided data collection and analysis procedures. The results indicated that teachers interpreted and delivered SE in one of three different ways: "full version, watered down version and cafeteria style". Moreover, the teachers' acculturation, professional socialization and organizational socialization largely explained why teachers interpreted and delivered SE as they did. (Contains 1 figure and 6 notes.)