Sport sociologists have used the term specialization to describe a tendency among athletes to intensely participate in a single sport to the exclusion of others (Hill & Hansen, 1988). Scott and Shafer (2001) envision specialization as a progression in behaviors, skills, and commitment. The progression can be understood in terms of a focusing of behavior, the acquiring of skills and knowledge, and a tendency to become committed to the activity such that it becomes a central life interest. The progression entails a focusing of behavior by which the individuals have the tendency to intensely participate in one activity at the expense of others (Scott & Shafer, 2001). Roughly 4 million boys and 3 million girls participate in one or more of some 50 athletic endeavors before heading off to the rest of their lives. As coaches demand year-round proof of dedication, kids spend a greater proportion of time practicing rather than playing. The National Federation of State High School Activities Associations does not track how many high school students play a single sport as opposed to two or three sports, but no one involved in youth sports disputes that there is a marked trend toward specialization (Wolff, 2002). The general purpose of this study was to determine the frequency of sport specialization during 1st-12th education. Data were collected from 566 college students via the Sport Specialization Survey. The general findings indicated that 1) participation in interscholastic sport programs was greater than in club or city/park and recreation programs at all three of the educational levels; 2) subjects from larger communities and schools were more likely to specialize than those from smaller communities/schools; 3) of those athletes who specialized in one sport, it was found that 22% of them had specialized and then dropped out of athletics all together by the time they reached senior high; 4) approximately 25% of all the subjects who specialized did so during grades 1-6, and the highest percentage of specialization occurred during the freshman and sophomore years in high school; 5) there was little difference between males and females in regards to who was most likely to specialize; and 6) both males and females specialized more in team sports than in individual sports. Keyword(s): athletics/sports, high school issues, participatory