Although prior knowledge, learning strategies, and interest-based motivation have been studied separately in physical education, the nature of the interrelations among them and their interactive effects on learning have not been fully explored and understood. The purpose of the study was to explore the extent of interrelations among prior knowledge, learning strategies, interests, and learning outcomes in a 4-week volleyball unit. The Model of Domain Learning (MDL) (Alexander et al., 1995) was used as the theoretical framework to guide this research. Specifically, two assumptions in MDL were tested: (a) the predicted interplay among knowledge, interests, and learning strategies, (b) the interactive influence of knowledge, learning strategies, and interests on learning outcomes. Sixth-grade students (N = 91) rated their individual interest in volleyball along with other 18 activities on a 7-point Liker-type scale. Their knowledge in volleyball was measured using a knowledge test. In the first three lessons, students assessed situational interest of the learning tasks using the Situational Interest Scale (Chen, Darst, & Pangrazi, 1999) and reported their application of learning strategies using the Cognitive Process Questionnaire in Physical Education (Solmon & Lee, 1997). Students’ in-class total steps were recorded using Yamax Digiwalker. Learning achievement and individual interest change were assessed using arithmetic difference between pretest and post test scores on the two measures. Pearson Product-moment correlations were conducted to examine the interrelations between knowledge, interests, learning strategies, and learning outcomes. A path analysis was used to articulate the interrelations through the model of domain learning in physical education. The results showed that prior knowledge and individual interest were correlated (r = .27, p<.01), situational interest correlated to the application of learning strategies (r = .49, p < .01) and steps (r = .48, p < .01). The path analysis supports that the MDL can be used as a tenable model to explain the interrelations among the variables in physical education (model-data-fitness: X2/df = 1.2, CFI=.96, RMSEA=.095). Students’ individual interest change was directly influenced by knowledge gain (Z = 2.85, p < .01), situational interest (Z = 2.72, p < .01), and prior individual interest (Z = -2.78, p < .01). The results show that learning in physical education is results of dynamic interactions of knowledge, interests, and learning strategies.Keyword(s): curriculum development, physical activity, research