Sport Education is a physical education curriculum model developed in the late 1980’s based on a sport season that has gained attention from practitioners (Siedentop, 1994). In Sport Education the teacher acts as a facilitator by initially providing skill instruction in the sport and gradually transferring power to the students. Teams are selected and students serve as players, coaches, statisticians, referees, and governing officials (i.e., rules committee, disciplinary board). This places increasingly more responsibilities (e.g., rules, practices, who plays, amount of playing time, positions) on the students and requires constant social interaction between students. Cohen’s research on small group interactions provided the theoretical base for this study. Cohen’s (1994) work suggests that students of lower perceived status within a group have less influence and lower rates of interaction. The purpose of this naturalistic study was to gain an in-depth understanding of students’ experiences and social interactions during a Sport Education unit. A physical education teacher taught a 26-lesson Sport Education soccer unit to his 6th grade class. One out of the eight teams in the league, the Cougars, was selected to participate in this study. The Cougars consisted of five girls and five boys, of various physical skill levels, and racial and economic backgrounds. Data collection methods included student questionnaires, videotaping and observations of all student interactions during the 26 lessons including Cougar meetings, practices, and games, team interviews after every lesson, a minimum of three individual interviews with each team member, and daily student journals. In addition students were observed in their classrooms and during sport activities outside of school. Data were transcribed and analyzed using constant comparison and triangulation of data sources until themes emerged. Findings suggested that students’ experiences and interactions were strongly affected by student status. Students of high status made all decisions, dominated group discussions, played more, and received privileges and attention from teachers. The data revealed that students perceived high status as “being rich,” attractive, and athletic. High status students frequently silenced low status students. Low status students repeatedly allowed this by listening to them and doing what they said. One major implication of Sport Education as suggested by Siedentop (1994) is to ensure that opportunities for sport participation are not limited by race, gender, economic status, age, or disability. The findings in this study suggest that status plays a major role in interactions of the group and which students hold the power. Keyword(s): curriculum development, research