Through the liberal feminist lens, the "oppressor" of girls in sports and physical education is the lack of opportunity on the basis of biological sex and patterns of gender socialization (MacDonald, Kirk, Metzler, Nilges, Schempp, & Wright, 2002). Title IX made gender-integrated physical education the norm in most states. Such integration is believed to be more equitable for students than gender-segregated classes (Vertinsky, 1992; Wright, 1996). It was hoped for females that the opportunity to experience identical instruction, expectations and resources would not only improve skill level but increase the confidence and competence of females in physical education (Nilges, 1998). This assumption requires critical analysis since simply combining the genders into one classroom might not always ensure equality as Nilges (1998) indicates it may represent little more than the "mix and stir approach" to gender equal instruction. Historically, physical activity has been molded by patriarchal gender differentiation which situates males as possessing a greater role and higher value in society (Nilges, 1988). This higher ordering of males situates masculinity as being superior to that of femininity and defines a patriarchal society. Radical feminist theory maintains that masculinity, femininity, and gender relations have been constructed within a discourse of patriarchy (MacDonald et al., 2002). The purpose of this study was to examine the perceived competence and confidence of sixth graders in a coeducational physical education class using the contrasting perspectives of liberal and radical feminist theory. Two sixth-grade classes taught by one female physical education specialist were observed. One class was observed three times per week and the other class was observed two times a week for a total of four weeks. Data collection strategies included field notes, nonparticipant observation and semi-structured interview. Data were analyzed using constant comparison. Interview transcripts and field notes were reviewed for recurring patterns and categories throughout the study. Two themes emerged, (1) interaction patterns and (2) skill attribution. Overall, male and female students indicated their confidence is not negatively affected by a coeducational setting and attributed confidence to the climate established by the teacher. Students' suggested that participation outside of school had a significant impact on their both their confidence and competence levels in physical education. Findings suggest that (1) the climate established by the teacher can have an affect on both male and female’s perceived confidence and (2) encouraging students to engage in physical activity outside of school can lead to increased perceived competence for males and females. Keyword(s): gender issues, middle school issues, physical activity