Purpose: It is argued that the constructivist physical education has the potential to overcome socioeconomic (SES) constraints and promote learning. The purpose of this study was to determine the extent to which school SES-related class environmental factors influenced student learning in a constructivist physical education context. Methods: Students in 8th grade (N = 1,256) from 10 middle schools with varied SES were tested on exercise knowledge before and after a constructivist physical education intervention. School SES was determined using free and reduced meal ratio (FARM) and physical education related factors. Data on lesson frequency, length, facilities, equipment, and class size were collected from teachers. Results: Hierarchical linear model analyses reveal that SES is not predictive of intervention induced learning ([gamma] = 0.73, t =0.91, p =0.37). Lesson frequency ([gamma][subscript 02] =0.52, t =0.31, p =0.06), length ([gamma][subscript 03] = -0.03, t = -1.82, p =0.07), facilities ([gamma][subscript 04] = -0.11, t = -0.49, p =0.63), equipment ([gamma][subscript 05] = -0.36, t = -1.36, p =0.18), and class size ([gamma][subscript 06] = -0.05, t = -1.36, p =0.18) are not predictive of learning. Student prior knowledge ([gamma] = -0.59, t = -18.37, p <0.001) and teacher factor ([gamma] =0.04, t = 3.72, p <0.001) are predictive of learning. Conclusion: The findings suggest that school SES's detrimental impact on learning in physical education could be overcome by the power of a constructivist curriculum.