Sport education (SE) is thought to be an excellent curriculum model for the promotion of moral and sporting behavior for students. The first study examined the extent to which one preservice teacher (PT) with a moderate coaching orientation promoted or negated moral and sporting behavior within her students during SE. Guided by social learning and structural development theories, data analysis indicated that students began with a limited understanding of moral and sporting behavior, frequently engaging in unsporting behavior and showing no improve during the two SE seasons. This was because the teacher did little to change the core cognitive structures that guided their views and behaviors. Rather, she reinforced their existing views of these constructs. The aforementioned theories were further used for the second study, examining a teaching oriented PT also using the SE model to promote moral and sporting behavior while teaching middle school students. This teacher was able to further promote moral and sporting behavior during SE seasons, as opposed to his coaching oriented peer in the first study. This was partly due to his own concept of sporting behavior and fair play, his delivery of a pure version of SE, and his pedagogy. More negatively, many of the more skilled students’ willingness to participate in fair play and sporting behavior proved context specific. Past research has suggested using interventions within physical education settings to promote moral and sporting behavior, therefore the third study focused on investigating the influence of an intervention program on one PT’s ability to promote moral and sporting behavior in SE. Many students had been socialized into norms of sporting participation that were mostly negative and therefore believed it was okay to behave in an unfair and unsporting manner during gameplay. Over the two seasons, the PT got many of his students to question this thinking and engage in positive sporting behaviors. Congruent with the second study, the PT was not able to change all viewpoints completely; specifically, some of the higher skilled students’ behaviors regressed upon entering the play-off phase further indicating the potentially powerful negative influences of organized youth and school sport.