The purpose of this investigation was to describe students’ perceptions of the six characteristics of the sport education model when taught using the pedagogical approach to sport education (PASE) planning and instructional framework. Past studies investigating students’ perceptions of physical education when taught using sport education have been limited in focus. Although important, these past studies have focused primarily on potentially marginalized (females, low-skilled, and at-risk) students. In addition, the method of planning for and implementing the sport education seasons were vague in description. Therefore, the significance of this study is in that it attempts to extend this existing body of knowledge by studying students of all skill levels and both genders, as well as using a replicable instructional format. Adhering to the PASE planning and instructional framework 90 sixth grade students (37 females, 53 males) engaged in a 22-day basketball season. Following the season, students completed a survey to determine their perceptions of the six characteristics of the sport education model (seasons, culminating event, affiliation, record keeping, festivity, and formal competition). The survey asked students to rate their level of agreement (1=strongly disagree – 5=strongly agree) with statements, which were each related to one of those characteristics and to justify their rating. Additionally, students engaged in focus group semi-structured interviews. Students’ likert scale responses were averaged for each statement. Subsequently, the qualitative responses justifying each statement rating were inductively analyzed using naturalistic inquiry techniques, as were the dictated responses from the focus group semi-structured interviews. Results for each characteristic statement are reported as means (seasons 3.98, culminating event 4.39, affiliation 3.52, record keeping 4.08, festivity 4.44, and formal competition 4.04). From the results of students’ qualitative responses (justification statements and semi-structured interviews) four themes emerged: authentic engagement, enhanced learning, interpersonal relationships, and developmentally appropriate competition. These data suggest that students, regardless of skill level or gender, generally enjoyed each characteristic of sport education when taught using the PASE framework. The results indicate that students perceived this physical education sport experience as positive due to the realistic nature of the season and enhanced opportunities to learn, develop friendships, and be successful during game play. Although these results are encouraging for the use of the PASE framework, further descriptive and comparative investigations are warranted in order to make more significant generalizations.