This study aimed to provide a quantitative synthesis on the effect of the Sport Education Model (SEM) on basic need satisfaction, intrinsic motivation, and prosocial attitudes in physical education (PE). We conducted a systematic review and meta-analysis on experimental studies conducted before August 2020. The initial search yielded 6061 articles, with 25 articles (n = 2937) meeting the inclusion criteria. The articles were analyzed using five separate analyses using two- and three-level random-effects models and Hedges' g effect size. The study showed the SEM to have a positive heterogeneous medium effect on autonomy (g = 0.43; CI 95% [0.12, 0.74]), competence (g = 0.42; CI 95% [0.17, 0.67]) and relatedness (g = 0.57; CI 95% [0.28, 0.85]) need satisfaction, intrinsic motivation (g = 0.63; CI 95% [0.37, 0.89]), and prosocial attitudes (g = 0.46; CI 95% [0.09, 0.83]). All a priori categorical moderators were statistically insignificant. The analyses indicate that the SEM is more need-supportive and promotes intrinsic motivation and prosocial attitudes more compared to the skill-drill, direct, and traditional instructional styles used in PE. However, high-quality experimental and comparative trials testing the efficacy of the SEM on broad outcomes are needed. Specifically, the concept of novelty, potential negative outcomes, and essential behavioral outcomes, such as physical activity, should be included in the future. Further, the fidelity of the interventions should be measured and reported with more transparency and detail.