The purpose of different teaching models on perceptions of learning environment and learning outcomes of tennis in college physical education. In addition, this study was to investigate the relationships of perceptions of learning environment and learning outcomes of tennis in college physical education. There were 99 freshman college students in this study which included one mini-tennis group of 33 students, one regular group of 33 students, and one control groups of 33 students. All students completed Physical Education Learning Environment Questionnaire, Satisfaction Questionnaire, and assessment of Tennis Skills in the pre-test and post-test. The college students in the mini-tennis group received an intervention of teaching model with combination of mini-tennis and regular tennis, the regular group received an intervention of teaching model with regular tennis, while the students in the control group did not. Data were gathered from an introductory 6-week tennis unit taught to college by three physical education specialists in a college school. After the interventions of three different teaching model in college tennis in physical education, the students' skills of forehand, backhand, volley, and serve in the mini-tennis group was significantly higher scores than the students in the regular group and control group (f=125.47, 61.27, 179.62, and 84.69, P< .05). Further, the results also indicated that the mini-tennis group was significantly higher scores than the regular group and control group on feelings of enjoyment and perceived challenge and competition leaning environment (f=136.02, 78.84, and 55.13, p < .05). From the regression model, the factors perceived challenge learning environment and feeling of enjoyment in PE could be effectively predicted student's tennis in college physical education classes (R= .79; b=0.34 & 42; t=4.97 & 4.87, p< .001). As Chou (2004) suggests, students who perceived their classes to be challenge learning environment reported a greater level of enjoyment and higher scores of learning outcomes. Finally, a positive discipline works to create an inclusive and challenge learning environment where students want to practice, where they keep practicing hard and trying hard, and where they feel PE classes challenge my ability. From a motivational standpoint, it appears that students who perceived this type of learning environment and took advantage of this achievement motivational climate, had much to gain (Chou, 2004).Keyword(s): college level issues, physical activity