Relatively little is known about the ways in which children understand and perceive how they learn tasks or skills in physical education classes. The purpose of this study was to use a constructivist framework to explore how children express their experiences, thoughts, and feelings about how they learn in physical education classes. A variety of methods (semistructured interviews, draw and write exercises, and focus groups) were used to examine how 29 children, aged 11–13, perceived assigned tasks. Results indicated that these children could express themselves in a limited way about their learning experiences and that each method yielded similar and different information. We discuss the implications of these findings for research methodology and quality instruction in physical education.