Purpose: In response to the limitations with what has been termed a “traditional” Physical Education method, in the last decade Models-Based Practice (MBP) has emerged as an alternative. However, these limitations were recognized by Mosston in 1966 and from which The Spectrum of Teaching Styles (The Spectrum) was presented as a means toward a more obvious educative focus in Physical Education. We propose that The Spectrum provides a bridge between the hope and happening of MBP suggested by Casey and colleagues. Method: Using a qualitative narrative approach, we construct a fictional discussion between two academics (one from a country with centralized, mandated curriculum and one without) through which to navigate the mythical island of quality Physical Education in order to analytically frame The Spectrum and the “happening” of teacher’s implementation of MBP. Use of a fictional dialogue as a qualitative instrument enabled us to be provocative through the posing of questions in a novel fashion. Results: We suggest adopting a nonversus perspective reorients the view of model fidelity and, The Spectrum provides the “how” or micropedagogies to close the gap between the “hope” and the “happening.” Conclusion: This conversation is timely considering reservations about the successfulness of “second-generation” MBP exist in the literature and evidence of the continuation of the historically common Physical Education method despite its well-recognized limitations.