This study focuses on the analysis of collective meaning associated with secondary physical education teachers’ (N=12) experiences of teaching games using a Game Based Approach (GBA). Participants taught in one of two different international contexts, southeast Australia or southeast England, and all had some experience of using a GBA to teach games. An elicitation interview technique was used to help understand experience ‘in context’ within a phenomenographic research framework with the purpose being to uncover the qualitatively finite number of ways that GBA-related teaching was/can be experienced. As guided by use of a phenomenographic analysis framework three conceptions of awareness were identified that detail the collective meaning associated with participants’ experiences of teaching using a GBA, namely that of a Learner, a Collaborator, and/or a Catalyst. An analysis of findings is presented with discussion focusing on the context and meaning of GBA-related teaching experience. Implications for both GBA-related teaching practice and physical education teacher education programmes are presented. A number of recommendations from findings are offered for physical education teachers and teacher educators.