This study analyzes the effects of a progressive and multiannual program of Sport Education (SE) on the motivational regulations, basic needs (including novelty), social goals, and intercultural sensitivity of elementary school students. A quasi-experimental design was carried out with two conditions (SE and traditional model). 250 students from four schools in Murcia participated (M = 10.80 years, SD = 1.09). Students of the SE program (N = 73) progressively participated in SE seasons from grades 2 to 6, while students from three other centers (N = 177) received a traditional methodology (short units). Comparative analyzes (U of Mann-Whitney) showed positive effects of the SE condition in intrinsic motivation (girls), identified regulation (6th grade), competence (total sample, 6th and 4th grades, boys and native), relatedness (5th grade), novelty, and intercultural sensitivity (positive emotional responses). However, results showed negative effects on boys’ amotivation. Results are discussed and practical implications are provided.