The aim of this study was to analyze relationships among perceived motivational class climate, physical education experiences and pupils¿ intrinsic motivation in physical education lessons. A sample of 2189 pupils, ages 13 to 17 years, completed the Spanish versions of the Perception of Motivational Climate Scale (PMCS) and the Intrinsic Motivation Inventory (IMI). Furthermore, pupils reported an assessment of their experiences in physical education. Results showed that the factors most related with pupils¿ intrinsic motivation were the perception of mastery climate and the physical education experiences. On the contrary, the perception of performance climate was related with pupils¿ tension-pressure. These results were discussed within the framework of achievement goal theory, the self-determination theory and in terms of their contribution to increase adolescents¿ motivation in physical education, in order to engagement in physical practices and longtime healthy lifestyles.