This study aims to examine the debate in P.E. game making classes. For this purpose, a qualitative study was conducted twice on 25 fourth graders attending D elementary school in D metropolitan city. In the first study, preactivity, carrying out of the game, debate to correct the game, carrying out of the corrected game were applied, in that order, to the whole students, resulting in the following problems: host selection, application of the debate and carrying out of the game. In the second study, small-group debate was applied, and as the result, it was found that there were different ways to select a host and debate was possible in a unit lesson. In addition, as for the students, they had more chance to express their opinions, which led to increased self-confidence in debate, and the self-directed learning helped them understand the rules better and participate in the class more actively. The aspects of persuasion that appeared in the game making classes were as follows: ‘it should be safe’, ‘it should be interesting’, ‘it should be fair’, ‘it should be easily understandable’, and ‘it should help improve your abilities.’ The aspects of decision making were proved to be ‘the cases when he/she changes his/her own opinion’ and ‘the cases when a decision is made by a majority of people.’ As the study results above, the debate applied to the game making classes has been verified to offer an environment where students can debate ‘a matter that actually happened,’ and small-group debate is more effective for elementary school students. As the suggestion for future studies, study on the application of debate to other P.E. class models and on the influence of debate on the development of students’ creativity and personality need to be carried out.