The underlying philosophies within the Sport Education (SE) model have gained the interests of pedagogical researchers because of the curriculum’s attractive features. Through an authentic sporting season, SE seeks the inclusion of all individuals, while promoting skill, tactics, knowledge in administrational areas of game play, and a sense of fair play (Siedentop, 1994). Several investigations have been conducted at elementary and secondary school levels to determine the impact SE has on student involvement, student enthusiasm, and to discover the most appropriate ways to implement the model (Brock, 2003; Carlson & Hastie, 1997; Hastie, 1996, 1997). Little attention has been paid to the learning outcomes or impact of SE on engagement of college-aged students (Bennett & Hastie, 1997).The purpose of this investigation was to examine college students’ (N=27) participation and perception of participation in SE throughout a basketball season in a college activity course. Qualitative and quantitative measures were employed to investigate cognitive, affective, and psychomotor outcomes. Specifically, this investigation sought to determine college student engagement, empowerment, and enjoyment of participation in a SE modeled basketball activity course. Participants completed thirteen journal queries outlined by SE objectives. Additionally, a purposive sample of high and low skilled students, along with one randomly selected team, comprised three focus groups. All students completed a pre and post Physical Activity Enjoyment Scale (Kendzierski & DeCarlo, 1991), and the Game Performance Assessment Instrument (GPAI) (Griffin, Mitchell, & Oslin, 1997) was used to assess game performance. Results of the GPAI showed improved trends in overall game performance throughout the season. Journal entries were content analyzed. Focus group interviews were audio-taped, transcribed, and content analyzed. Results of the content analyses for journal entries and focus groups revealed that a majority of participants enjoyed team affiliation and the authentic competition. The organization of the curriculum was linked to a majority of student’s feelings of empowerment in their learning processes. Although a majority of students associated positively to SE, a few low skilled individuals reflected little engagement and empowerment. A small group of diversely skilled students reported lack of enjoyment while performing specific duty roles and completing unnecessary paper work. Taken collectively, quantitative and qualitative results suggest that SE is a viable curriculum for collegiate physical activity courses. However, careful consideration should be taken to limit duty roles that seem frivolous, proportion paper work to the credit hours earned, and decrease marginalization related to skill level.Keyword(s): college level issues, curriculum development