In 2007, Eve Bernstein started her doctoral research examining how students perceive competitive activities in physical education class. The literature in physical education explored many of the variables that create a successful competitive activity for students in these classes. Factors such as time and appropriate practice, skill progression, and task presentation can help develop students' skill and increase students' success in an activity. Eve wanted to understand how teachers were structuring these activities for diverse student populations in physical education classes. Teachers may have a deep experiential foundation in competitive activities that can influence their instruction. As the gymnasium is becoming increasingly diverse, it is important to examine how they are structuring and implementing these activities for students of diverse backgrounds. To examine teachers' beliefs translated during instruction of competitive activities for this diverse student population, the theory of reasoned action was used. This is important as teachers create relevant, understandable, and enjoyable experiences for diverse students. This case study examines the process of how this study was completed, including developing and using semi-structured interviews, and non-participant observations, coding the data and the process that Ulana Lysniak used to peer review the themes. This study was completed using a generic interpretative methodology. [This content is provided in the format of an e-book.]