Social constructivists describe learning as a function of interactive processes between the learner and his/her environment (Palinscar, 1998). Teachers thus play a significant role in the classroom as they knowingly or unknowingly create prerequisites for social interactions in the learning environment – between teachers and learners as well as social interactions between learners (Todorovich, 2009). The purpose of this study was to examine how the creation of a good social climate takes its form in today’s school. In view of the purpose of the study an empirical, qualitative method with a phenomenological approach was chosen. Six physical education teachers were interviewed about their experiences of social interactions in school. The results indicate that a good social climate is needed between learners themselves as well as between teachers and learners for teachers to be able to teach physical education. In order to establish a good social climate in the classroom this study identified four key components; teachers and learners who have a direct influence on social climate together with teacher education and school management who have an indirect influence on social climate. The teachers that were interviewed saw no direct link between learning and social interactions, but viewed a good social climate as a means to be able to teach. None of the interviewed teachers consciously used social interactions as a method for learning. It seems to be more the behaviour of the learners and their need for social interaction that make it necessary for teachers to work actively to create a good social climate.