This study aims at understanding and anlyzing deeply of the relations between the sports education model and the learning disposition of elementary school students by qualitatively analyzing the learning disposition of elementary school students applying sports education model. First, teacher preferences were categorized as \' great teacher\' , \'familiar teacher\' and \'accompanying teacher\' . These teacher preferences were from the study partivipators to partivipate in classes on their own by thinking and activating freely avoiding from the controlment and regulation, and it could achieve goals in learning such as improvement of ecercising function, fun, cooperations among team members, perseverance, doing one\'s best, sense of responsibility, etc as the various role plays and composing teams in physical educaion time and it brought positive thoughts as it was from the thoughts that the students can activate in stable and controlled learning mood y the class participation of the teachers, and the thought that they can learn new functions from the teacher. Second, course preferences were categorized as \'joyful physical education \', \' confident physical education \' and \' challenging physical education \' These course preferences brought out positive thoughts that they had fun through competition among teams and felt satisfaction and achievement through the pelasance of victory , fair-play mind, cooperation among colleagues and improvement of exercise function , and came to know the importance of oneself in the team through team competitions, and could get achievement and confidence about physical activity. Whereas, the partivipators of the study can feel confidence and satisfaction but they had limit in proficiency of basic functions, so it brought out negative thoughts that it hadn\'t given functional achievements to the partivipators of the study. Third, learning attitude was categorized as \'autonomy and efforts\' \'curiosity and understanding\' \'institiute and exercise\' These attitudes brought out positive thoughts that the partivimatores of the sudy partivipated actively in physical activities as the physical education classes were fun, and didn\'t act in an inappropriated way by the resomsibility about the role they took charge of though activities mainly by teams and participated actively to the physical activities as the classes were fun, and perated the games and composed the teams by interest, and concentrated well haning curiosity in setting roles and learning one another. Whereas, the partivipators of the study had 2~3 extracurriularactivities such as institutes, learnig papers and special aptitude education afger classes, and they return home late, so it brought out negative thoughts that they had difficulty inpracticing.