The trans-contextual model (Hagger et al., 2003) suggests that self-determination theory and theory of planned behavior (TPB) can be integrated to interpret the influence of physical education on leisure-time physical activity. Specifically, it is hypothesized that students' perceived autonomy and competence in physical education influence their physical activity intentions and behaviors during leisure time. However, few researchers have examined the role of gender on the model. The purpose of this study was to examine the moderating influence of gender on contributions of the trans-contextual model toward predicting African American adolescents' intention and past exercise behavior (PEB). Participants were 653 African American adolescents (ages 11-15 yrs, 51.9% girls) who completed measures of perceived autonomy and perceived competence in physical education, leisure-time exercise intention (INT), attitude (ATT), subjective norm (SN), perceived behavioral control (PBC), and PEB. Five hierarchical regression analyses predicting the INT, ATT, SN, PBC, and PEB were conducted and the order and content of the blocks were based on the theoretical tenets of the trans-contextual model. Gender and the trans-contextual constructs were entered first, followed by the interaction terms (e.g., the competence * gender) in a separate block. Results showed that the models of gender, perceived autonomy and competence in physical education explained 15%, 10%, and 9% of the variance in ATT (F (3, 649) = 37.0, p<.001), SN (F (3, 649) = 20.1, p<.001), and PBC (F (3, 649) = 13.8, p<.001), respectively. The addition of the interaction terms for gender did not provide additional unique contribution. For predicting INT, the model of gender, ATT, SN, and PBC explained 28% of the variance, F (4, 648) = 93.56, p < .001, with ATT and SN providing unique contribution. The additional significant interactive effects of gender on the model were not found. For predicting PEB, the model of gender, INT and PBC explained 4% of the variance, F (3, 649) = 15.5, p < .001. The addition of perceived competence in physical education explained 5% of the variance, â=.24, and emerged as the strongest determinant. No additional interactive effects for gender were significant. Our findings support the utility of the trans-contextual model and suggest that gender did not moderate the contributions of the trans-contextual model constructs for predicting intention and PEB. It may be appropriate to use similar motivational strategies in physical education for the girls and boys targeting the psychological constructs of the trans-contextual model. Keyword(s): exercise/fitness/physical activity, gender issues, physical education PK-12