Purpose: Funded by the Social Sciences and Humanities Research Council of Canada (SSHRC) partnership grant, this article examines the differences between Chinese and Canadian physical education (PE) activities conducted as part of the SSHRC partnership grant on Reciprocal Learning between Ontario, Canada, and Southwest China. More specifically, it focuses on a comparative analysis of traditional PE games and an inquiry into experiential learning. Design/Approach/Methods: Through 10 interviews of both Chinese reciprocal learning teacher candidates and Canadian PE teacher candidates, this article provides qualitative data regarding the differences in games across both China and Canada while developing themes including risk-taking and resilience, willingness to implement the foreign practice, division of sport-related skills, and daily physical activity (DPA). Findings: Findings suggest that DPA is overlooked in Canadian classrooms. Chinese teachers are more likely to implement foreign practice than Canadian teachers due to the Canadian teacher candidates’ perceived unwillingness of the students to participate. Additionally, the types of skills explored in traditional PE games are disparate of Canada and China. Originality/Value: This unique comparison of Chinese and Canadian PE demonstrates the broad range of games in the profession and analyzes the differences in qualities of the two countries’ practices. The unique perspective of this project helped field an inquiry into the nature of PE in both countries.