For models-based instruction to truly have an impact on K-12 physical education, preservice teachers need to have classroom, laboratory, and field experiences to help develop competence in a specific model such as the Tactical Games Model (TGM). Thus, the purpose of this study was to examine (a) preservice teachers' implementation of TGM in their field experiences, and (b) preservice teachers' perceptions about using TGM as future teachers. Participants were 16 preservice teachers enrolled in a middle school practicum module. Data collection included focus group interviews and questionnaires. Data were analyzed using open and axial coding, content analysis, and constant comparison (Strauss & Corbin, 1998) to develop categories. Findings indicated that several factors influenced these participants' implementation of TGM and their perceptions of TGM as a viable model for teaching sport-related games. Results are presented through four major categories the (a) interaction of lesson planning, actual teaching, and post-teaching reflection, (b) role of general pedagogical knowledge and skills, (c) contextual influences, and (d) influence of perceived comfort and control as teachers. First, participants expressed that planning lessons, actual teaching of the lessons, and having post-teaching reflections with their cohort were all interrelated and greatly affected their TGM experience. The post-teaching reflections provided preservice teachers with the opportunity to problematize their experiences through sharing, reflecting, and receiving feedback from their peers about their experiences either as teachers or observers. Second, participants viewed general pedagogical knowledge and skills (i.e., management) such as establishing rules, routines, and expectations and management issues specific to TGM such as equipment, space, and people as strongly affecting their experience and perceptions of TGM. Third, the influence of contextual factors other than their own teaching experience affected participants' perceptions of TGM as a viable model for teaching and learning games. Factors included the role of (a) the participants' prior experiences, (b) their preservice program, (c) peers, and (d) the middle school program in which the field experience was based. Finally, participants shared that their own comfort with teaching and TGM as well as their level of teaching control as having an impact on their views of TGM. Knowledge of preservice teachers' perceptions of TGM and how they implement the model in their field experiences will provide PETE faculty with information about how to best design their classroom, laboratory, and field experiences to truly support preservice teachers in their implementation of a tactical games model.Keyword(s): athletics/sports, curriculum development, professional preparation