This study examined fourth grade students' representations of sport education through drawings in order to determine what students perceived as most important throughout their soccer season. The first objective was to determine whether student representations would follow the components of sport education (e.g., season, team affiliation, formal competition, record keeping, festivity, culminating event). The second objective was to determine whether student focus shifted as the season progressed and whether it coincided with the various phases that simplify most formats of the model. Data collection included weekly drawings throughout a 20-lesson soccer unit accompanied by student verbal narrations for each drawing. Two researchers independently coded the drawings and narrations using a master coding list that consisted of 49 items. Three dominant themes emerged: a) winning as a primary agenda, b) a strong focus on affiliation and festivity, and c) minimal representation of roles and responsibilities. These results suggest a need for adapting the model to suit the developmental needs of elementary children. Methodologically, it was determined that student narrations were essential for the accurate interpretation of drawings. (Contains 2 tables and 6 figures.)