The educational experiences of students engaged in different contexts of learning, particularly curriculum delivered and international travel and residence experiences may be related to problem-solving skills and game decisions and efficiency of high school students engaged in modified game play during physical education class. This study explores the idea that tactical game performance and efficiency may be different in a school comprised primarily of English-speaking high school students who traveled to and reside in South Korea and who are immersed in the International Baccalaureate (IB) curriculum as compared to counterparts in a traditional high school curriculum in the United States. Two treatment groups of high school participants engaged in game play after instruction in an Ultimate unit of instruction. The IB Korea treatment group (n = 17) showed no better volume of play or game efficiency than the US traditional curriculum treatment group (n = 17). Thus, no conclusions can be drawn that either curriculum model impacted game decisions, volume of play and efficiency in this particular investigation.