This chapter examines how several major concepts from situated learning can be used to set up educational experiences that facilitate young people's trajectory from peripheral to full participation in the community of practice (CoP) of sport. Using Siedentop's (1994) Sport Education curricular model as an example of an innovative programme designed to provide young people with authentic experiences of sport; we examine the extent to which young people in schools can become legitimate peripheral participants (LPP) in a CoP. Following a discussion of Lave and Wenger's (1991) ideas of LPP and CoPs, we examine the potential benefits of enabling young people's participation in sport as a CoP with relevance to physical education. We argue that Sport Education has the potential to overcome the alleged abstraction of school learning (Walkerdine, 1997) in a range of subjects including physical education (Ennis, 1999). Furthermore, we consider how Sport Education can offer young people authentic experiences that enable pupils to progress from peripheral to full participation in sport.