Despite the abundance of research citing positive responses by middle and high school students regarding their participation in the Sport Education curriculum model, there is little or no data on the perceptions or representations of the model by students in elementary school settings. Snyder (1998) provides an insight into the efficacy of the model at the elementary level, finding that students improved their skill and strategy, and were appropriately and actively engaged in their non-playing roles. The purpose of this study was to examine elementary school students’ representations of Sport Education through drawings. The first objective was to determine whether the students would grasp the components of Sport Education (Siedentop, 1994), (i.e., elements of seasons, team affiliation, formal competition, record keeping, festivity, and a culminating event). The second objective was to determine whether the students could differentiate the Sport Education season into the various phases of the model. Participants were 17 fourth grade students from a rural southeastern US elementary school (K-4). Data collection included weekly drawings throughout a 20-lesson soccer unit accompanied by student’s verbal narrations for each drawing. Students were instructed to draw whatever they thought of when prompted by the word “soccer.” The use of drawings as a means of evaluation allows students to represent what is of most importance to them. Alder (1982) suggests that what children actually draw is decided by children’s values and preferences. Dennis (1966) and Wales (1990) state the child’s environment is evident in their drawings and they are likely to draw what they have had experience with, or what they know. Two researchers independently coded the drawings and narrations using a master coding list that consisted of 49 items adapted from MacPhail and Kinchin (2004). Coding list categories were collapsed into clusters based on the four phases of the Sport Education season, as well as according to the six components of authentic Sport Education. Overall, results indicated positive student emotions, active engagement during the unit, and a general understanding of the components and phases of Sport Education. In addition, three dominant themes emerged, (1) winning as a primary agenda, (2) a strong focus on affiliation and festivity, and (3) minimal representation of roles and responsibilities. Methodologically, it was determined that student narrations were essential for the accurate interpretation of drawings. The results suggest a need for promoting positive experiences through competition with a stronger emphasis on fair play and non-playing roles.Keyword(s): curriculum development, elementary education