Within Australian secondary schools, debate often associates the utilisation of either single-sex or coeducational classroom settings for Physical Education (PE), as the learning experienced by students in PE can differ greatly between the two settings. Thirty-nine PDHPE teachers were selected as participants, and data was gathered through questionnaire and focus group interview processes, to enable participants to convey their views regarding how students’ participation and performance in practical PE may be influenced by single-sex and coeducational classroom settings. The majority of participants believed that single-sex PE classroom settings allowed students to achieve higher levels of both participation and performance. Factors such as distractions, uneven skill levels, uneven strength levels, harassment, self-consciousness, embarrassment, competitiveness, peer pressure, gaining respect and intimidation were identified to potentially negatively influence students’ participation and performance in PE, and most commonly have a greater negative effect on students’ participation and performance in PE within coeducational settings. Furthermore, the suitability of PE classroom settings was identified to be dependent on contextual factors pertaining to the school and class, Stage of students and activities being taught. This study therefore gives an insight into how students’ participation and performance in PE may be influenced by single-sex and coeducational classroom settings.