The purpose of this study was to examine situational interest and its congruence from the teacher and students’ perspectives. Students from two different class contexts (large 9th and 10th grade, and small 11th and 12th grade classes) and their physical education teacher (37 years experience) were the participants in this study. In the volleyball unit class size was large (n=35 students), and in the pickleball unit class size was small (n=18 students). Quantitative and qualitative methods were employed in data collection. First, students’ interest in the unit was assessed through a questionnaire. Second, non-participant field notes were taken every other lesson. Third, teacher and students were formally interviewed. All interviews followed an interview guide approach (Patton, 1990) and were structured around topical areas representing the purpose of the investigation. Fourth, informal interviews also were conducted with the teacher. Descriptive analysis followed by dependent t-test was conducted on the survey data. Qualitative data analysis was continuous and employed procedures recommended by Denzin and Lincoln (1994). Survey data indicated no significant difference in mean student scores from pre to post for the volleyball class, t(27) = 1.56, p = .129, and the pickleball class, t(18) = 1.55, p = .137, respectively. The pre to post scores for gender also was not significant for the volleyball class t(11) = 1.81, p = .129 (females), and t(15) = 1.82, p = .088 (males), and the pickleball class t(5) = 1.81, p = .129 (females), and t(12) = .56, p = .57 (males), respectively. Student interview data indicated very little personal interest in the activity after completion of the unit. Neither skill level nor gender played a major role in personal interest. Observations and teacher interviews yielded a variety of teaching strategies deliberately planned to stimulate interest. Despite the teacher’s effective use of a variety of strategies consistent with the “catch” facet of situational interest, data did not reveal an increase in student interest. Mitchell (1993) suggests stimulating interest without addressing conditions that make content personally meaningful, and empowering students as active participants in the learning process could impact personal interest in the activity. Overemphasizing the “catch” facets and downplaying the “hold” facets of situational interest in the learning environment may be part of the explanation for the lack of meaning from the students’ point of view in this investigation.