There is ample evidence supporting the notion that participation in regular physical activity enhances an individuals overall wellness (Hales, 2007). However, as our population progresses through high school and college, activity trends begin to decrease (NASPE, 2007). Understanding the issue associated with activity and age, it is crucial that an intervention(s) be utilized to curb such trends. Moreover, research needs to examine the underlying factors which influence such behaviors to implement effective techniques and strategies. According to self-determination theory (Deci & Ryan, 1985), environmental factors along with individual evaluations of success (i.e. goal-orientations) are primary factors which influence behavior or self-determined motivation. Furthermore, research indicates an alignment with tenets of self-determination theory, motivational climate, goal-orientations and Sport Education (Wallhead & Ntoumanis, 2004). To date, there has been limited research on the impact of Sport Education on college aged students associated motivational concepts. Therefore, the purpose of this study was to examine the influence of Sport Education on self-determined motivation, individual goal-orientations and perception of the motivational climate. Subjects were 40 undergraduate students enrolled in two university required Lifetime Wellness Basketball classes (Sport Education: N=21: Male=16, Female=5 & Control N=19; Male=15, Female= 4). Data was collected using questionnaires assessing self-determined motivation (SMS; Pelletier, et al. 1995), goal-orientations (POSQ; Roberts, et al. 1998) and perception of the motivational climate (PMCSQ; Duda, Walling & Chi, 1993), using a pretest/posttest design. Data were analyzed using between group ANOVA's on pretest and posttest scores for self-determined motivation, goal-orientations (task and ego) and motivational climate (mastery and performance) scores to evaluate any change throughout the study. ANOVA analyses revealed significant changes on posttest scores for students enrolled in Sport Education in terms of decreased ego-orientations and increased perception of a climate which supports a mastery environment. Furthermore, students enrolled in the Sport Education class approached a significant change in self-determined motivation (p=.09). These findings support research suggesting that Sport Education provides students with a beneficial environment for enhancing motivation for life-long participation in activity. Keyword(s): curriculum