A small body of previous research suggests that teachers who purposefully negotiated the physical education curriculum empowered their pupils and enhanced the quality of their experience. The purpose of this study was to assess the impact of one purposefully negotiated season of sport education (SE) on one teacher and his 18 male eighth grade pupils. Data were collected by employing seven qualitative techniques. These included extensive non-participant observation and formal interviews with the teacher and pupils. Data were coded, categorized, and reduced to themes using standard interpretive techniques. The purposefully negotiated SE season was largely successful and the indications were that SE provided an excellent framework on which to build such a unit. Unlike more direct models of instruction in which teachers make most of the decisions, there was no contest, in the form of negative negotiation, between the teacher and his pupils. Rather, most negotiations were positive and involved discussions among and between pupils. Key pedagogies employed by the teacher were the indirect teaching styles of guided discovery and divergent production, and the ability to avoid interfering with the pupils as they designed and implemented their SE season.