This study examines the similarities, differences, and areas for improvement in physical education and sports courses in Turkey and Bulgaria. In both countries, the primary objective of these courses is to contribute to individuals' physical, social, and emotional development while fostering lifelong physical activity habits. In Turkey, the courses are characterized by a flexible structure based on game-based learning and teacher initiative, whereas in Bulgaria, an education model emphasizing performance assessments and systematic approaches takes precedence. While the lack of widespread physical performance testing and limited lesson hours are prominent issues in Turkey, the limited use of game-based learning and the extensive application of physical performance tests are notable in Bulgaria. The study provides policy recommendations for both countries, highlighting the importance of diversifying sports branches, integrating performance tests, and increasing lesson hours.