Achievement goal theory research posits that a task-involved climate is associated with adaptive motivational patterns such as choosing challenging tasks, while an ego-involved climate is associated with maladaptive motivational patterns such as decreases in intrinsic motivation. In physical education, no study attempts to systematically analyze the kinds of motivational climates teachers create for children in naturally occurring physical education settings. This study, therefore, identified and described motivational climates in second and fourth grade elementary physical education. Participants were 10 elementary physical education specialists (5 male and 5 female) and their intact second and fourth grade classes. Videotaping of lesson was used for data collection. Specifically, videotaped lessons recorded behaviors of the teachers that included how they presented learning tasks, how they grouped children, how they gave recognition, and how they evaluated children’s performance. Two of each teacher’s second and fourth grade lessons were videotaped, resulting in a total of 40 lessons. Using the six TARGET strategies (Ames, 1992), the videotaped lessons were carefully reviewed by four members of the research team. Teachers’ behaviors or statements were coded as either task-involved or ego-involved across the six dimensions: task, authority, recognition, grouping, evaluation, and time. Inter-observer and intra-observer reliability was checked and the agreement rates exceeded 90%. Results indicated that for the majority of the lessons at both second and fourth grades the teachers provided students with a variety of learning activities, made learning meaningful, recognized and evaluated them based on individual effort/mastery, used heterogeneous grouping practices, and provided sufficient practice time. All these are task-involved practices. The teachers, however, recognized/evaluated students in public ways rather than privately and seldom provided choices on the learning activities performed nor how and when students completed their learning activities. All are characteristics of an ego-involved climate. Taken together, the findings reveal that the motivational climate created by these elementary physical education teachers was neither task- nor ego-involved, but a blending of the two. This supports the view that most teachers in American schools use both task- and ego-involved instructional strategies in their classrooms (Wigfield, Eccles, & Rodriguez, 1998). Ames (1992) argued that the six TARGET areas interact with one another and thus should work in concert to develop a task-involved climate. To promote a task-involved climate in elementary physical education, then, we must help teachers integrate a task-involved approach within the six TARGET areas of the classroom. Keyword(s): elementary education