The purpose of this study was to examine the perceptions and experiences of 33 amotivated students (i.e. students with low levels of motivation) during four consecutive seasons of the Sport Education Model. A qualitative case-study approach was utilized within this study and data was collected using interviews, field notes and reflective journals. Data were analyzed using a constant comparative method that examined emergent themes. Findings revealed the features of team affiliation and a holistic game-play evaluation facilitated changes to amotivated students' perceptions of a sport-based physical education class. In
addition, an interplay among those students identified as amotivated students with high-social capital and the teacher were key to changes in student perceptions and experiences.