The implementation of the 1999 Health and Physical Education in the New Zealand Curriculum (HPE) and the 2007 New Zealand Curriculum (NZC) required a substantial paradigm shift (Stothart, 2000) from scientised or technocratic views of physical education (Culpan, 1996/97) to a socio-critical humanism. • These difficulties raised questions about how teachers develop physical education classes that can utilise pedagogies to implement the philosophical intent of the NZC (2007). The research question was: Do teachers of physical education establish classes as learning communities? If so how? This study was situated within the interpretative paradigm; a qualitative case study • Data was collected by employing semi structure interviews with 4 physical education teachers. One teacher was selected for observation of classes and focus group interviews with 6 students from a year 9 class were conducted. Data analysis was conducted using the constant comparative method. From the data collection 3 significant themes developed: a) Characteristics of an altruistic class communities b) The pedagogies c) Characteristics of a learning community