One of the rationales behind Title nine is mixed gender classes provide the same opportunities for participation, thus providing a more equitable learning environment for students (Griffin, 1984; Knoppers, 1988). In spite of these perceived benefits, the question still arises, does a coed physical education environment foster learning as effectively as a non-coed environment? (Osborne et. al, 2002). The purpose of this study was to understand perception change of middle school students and teachers on gender mixtures in PE class. Participants in this study were students (six males and six females) from the eighth graders and four PE teachers from two different middle schools in Korea Data were collected through interviews, non participant observation, and document analysis. Audiotapes of student interviews were transcribed and analyzed using inductive analysis. The findings in this study indicated that students did prefer coed physical education class, but the teachers preferred same gender classes in many situation. A great deal of congruent successful practice is dependent upon tasks appropriately matching the experiential level of students. Therefore, in coed physical education classes, physical education teachers should appropriately match tasks and lesson pace to the level of students, the facility and learning environment in school should be changed and diverse programs should be made by educators. The essence of the suggestions was to make the curriculum more meaningful to the participating students.