In the U.S., teacher/coaches lead approximately fifty percent of all high school sport teams, however exemplary physical education teacher/coaches have not been systematically studied in their dual role context (Clark, 2000). An ecological perspective provides a useful lens to understand the teaching/learning environments in physical education and sport settings (Hastie & Siedentop, 1999). The purpose of this case study was to examine the work of an exemplary physical education teacher/coach teaching and coaching the same sport (soccer). Participants included Tom, an exemplary 34-year veteran physical education teacher/soccer coach and his physical education class (N=14), and varsity boy's soccer team (N=23). Tom taught a 7-lesson soccer unit and coached an 11-week soccer season. Data were collected using narrative field notes from live and videotape observations of class/practice sessions, formal participant interviews, informal participant interviews, and documentation. Three formal semi-structured 90-minute interviews were conducted with Tom to explore his background, beliefs about teaching and coaching, and his work as a dual role professional. Formal semi-structured interviews and informal interviews were conducted with six students and 10 athletes that focused on their experiences in lesson/practice sessions and various aspects of sport or physical education. Data were analyzed inductively using a constant comparison method. Results support three major findings. First, the program of action (PoA) in physical education and sport were robust with a strong primary vector that focused on learning. Students and athletes participated in fast-paced; task oriented learning environments with a focus on skill and knowledge development. Instructional tasks included all four of Rink's Games Stages with emphasis on skill combinations and strategy development. Tom differentiated tasks and feedback to provide an appropriate level of challenge for students and athletes. Second, explicit rules, routines, and expectations were established for behavior, dress, grouping, task engagement, and equipment, which allowed instructional tasks to flow uninterrupted in both physical education and sport. The accountability system in sport included playing time and peer influence as powerful types of accountability while in physical education accountability was tied to teacher monitoring and praise. Finally, the social task system had well-defined boundaries and supported the primary learning vector in both contexts as students/athletes found satisfaction and "fun" as they worked together to accomplish quality work. Helping each other learn was an important aspect of fun for students and athletes. This study provides an important step in the examination of the actual teaching/coaching practices of exemplary dual role professionals.