Two curricular models that have been of interest in promoting sport have been the Sport Education Curricular Model (SECM) and the multi-activity model. The purpose of this study was to investigate how the SECM and a longer version of the multi-activity model called the Extended Multi-Activity Model (EMAM) would affect skill development, knowledge, and game performance for volleyball at the secondary level. A 2 x 3 (group x time) research design was utilized on forty-seven secondary students testing volleyball skills (i.e., serve, set, and pass), knowledge (i.e., procedural, declarative, and total knowledge), and game performance (i.e., decision made, skill execution, adjust, and game performance). Participants were placed in either the SECM group or EMAM group via stratified randomization, then were tested pre, mid, and post through the twenty lesson intervention. A multivariate analysis of variance (MANOVA) conducted on skill tests revealed a time main effect (p < .01) but no group main effect or group x time interaction. A follow-up analysis of variance (ANOVA) found that only a time main effect for the pass (p < .01) while all other effects were non-significant. A MANOVA conducted on procedural and declarative knowledge found a group main effect (p < .05) and a time main effect (p < .05) but no group x time interaction. A follow-up ANOVA revealed a time main effect for declarative knowledge (p < .05) and a group main effect for procedural knowledge (p < .05). For decision made, skill execution, and adjust, a MANOVA found a group main effect (p < .05), time main effect (p < .01) and group x time interaction effect (p < .01). Follow up ANOVAs found a group main effect for skill execution (p < .05) and adjust (p < .01); time main effect for skill execution (p < .01) and decision made (p < .01) along with a group x time interaction effect for skill execution (p < .05) and adjust (p < .05). When investigating overall game performance, an ANOVA revealed main effects for group (p < .01), time (p < .01), and group x time interaction (p < .01). In conclusion, there were no significant differences between the models for skills and knowledge but there was a difference for game performance. If the goal of the physical education program is to promote effective game play, the SECM is more efficient in enhancing game play than the EMAM. Keyword(s): performance