Grounded within constructivist theory, the purpose of this investigation was to investigate knowledge acquisition and developing conceptions of high school-aged students during a unit of instruction in badminton. Six different qualitative methods were utilized: (a) observations, (b) formal interviews, (c) informal interviews, (d) think aloud procedures, (e) Daily Question Cards, and (f) analysis of written documents. Findings were reduced into thematic categories representing misconceptions about motor skill execution, official badminton rules, and complex concepts. Students constructed new knowledge that had been filtered through prior experience. The instructional style of the teachers and the social environment of the class also contributed to the manner in which knowledge was constructed.