This study is contextualised within (continuing) professional development and teacher learning; acknowledging that professional/teacher learning is promoted through effective professional development opportunities. This study took place in a primary school in Ireland. A modelling approach was undertaken with the second author acting as lead instructor in the design and delivery of a Sport Education athletics season to 48 fourth class students (aged 8 and 9 years) across two physical education classes. Each class met weekly for physical education over eight weeks in 45-minute sessions. In week nine, the two classes came together for a double period to participate in the culminating event. The primary teachers of each class observed and assisted with instruction, and informally interacted on the planning of the season which followed a structured format. Findings focus on the two teachers’ perspectives on future implementation of Sport Education, including the transferability (or not) of modelling.