Physical education is not only about physical activity but also about building a sense of belonging, teamwork, and motivation. This study explored the lived experiences of students in physical education, focusing on the factors that influence their engagement, sense of belonging, and participation in physical activities. Guided by Self-Determination Theory and Constructivist Theory, the research aimed to identify how social interactions, instructional methods, and challenges impact students’ experiences in physical education classes. The study adopted an interpretivist paradigm, using a qualitative research approach and a case study design to guide the investigation. Utilizing semi-structured interviews and focus group discussions, data was collected from 20 Senior High School students in Effutu Municipaliy selected through maximum variation-a type of purposive sampling. Data were analysed using thematic analysis for identifying patterns and themes within the data. The findings indicate that positive peer interactions and teamwork foster a strong sense of belonging and enhance engagement, while negative social dynamics such as exclusion hinder participation. Students reported higher levels of engagement when activities were varied and provided a reasonable challenge, and when they received support from teachers and peers. Instructional strategies that were student-centred and allowed for personal expression were associated with higher motivation, whereas traditional, repetitive methods resulted in disengagement. However, challenges such as physical limitations, social exclusion, and logistical issues like inadequate resources and poorly organized classes were barriers to full participation. The study concludes by highlighting the importance of creating a supportive, inclusive, and dynamic physical education environment that caters to the diverse needs of students. Recommendations for improving physical education practice include adopting more inclusive teaching strategies, addressing resource constraints, and fostering positive social dynamics among students.