The focus of this study is on invasion games in the lessons of physical educationduring high school. Earlier studies shows that invasion games in physical educationare faced with certain challenges, as they are usually interpreted with different ideasof what the game should be like as written by the association of sports. Therefore, itis difficult for both teachers and students to understand what to focus on whilelearning the invasion games.The purpose of this study is to investigate the students´ experiences of what theythink invasion games in physical education is about and also to analyze from theirexperience what they should be learning in invasion games in during their highschool. The theoretical approach in this study is in reference to Bourdieu´sconcepts of habitus, the logic of practice and doxa. To find this out a qualitativemethod has been used in form of interviews.The results of the study are divided into four categories, these are; how to play thegame, how to move, how to do something you can or cannot, and students´ ownideas about teaching invasion games. The students that participated in the studyshows that invasion games are something one either can or cannot do. There is nomiddle ground. The students feel that there is no clear purpose of learning aboutinvasion games, although it is a fun part of physical education. The students whoplay invasion game on their spare time do not find the lessons useful, as far asdeveloping their skills in invasion games is concerned.The results of this study also show that majority of the participating studentsappreciate invasion games in spontaneous teaching manner where previousexperience and conditions do not matter. This results to majority being active duringthe lessons. The results also show that students have difficulty in verbally expressingwhat invasion games teach them.