The study was aimed to explore the learning effects of sport event managerial competence from practicum course. In addition to lecturing and classroom discussion, empirical experience is an important way to learn sport event managerial competence which is composed of a variety of ability, such as self management, interpersonal communication, information technology application, organizing, marketing, service operations, safety and emergency management, and leadership. Research subjects are 29 freshman and sophomore in the sport management department, NCPES, Taiwan. These students selected the practicum course for organizing 21st Asia Baseball Game and 34th world Cup baseball, which were held in March and November 2001, in Taiwan. Every subject evaluated his or her own sport event managerial competence by answering a self-administrated questionnaire for pro, mid and post tests. Based upon data analysis, research findings are as following. The perceived sport event managerial competence is positively correlated to empirical experience inside or outside school. The learning effects of practicum course come from direct and indirect factors. Direct effects are the roles which students played in sport events and the quality of interpersonal interactions during their roles playing. Indirect effects are from the learning effect of relevant courses and enhancement of self confidence. The quality of interaction and self confidence are the major contributors for the competence of interpersonal communication and self management. The roles played in events and learning effects of relevant courses are the major sources for learning organizing, marketing, service operations, safety and emergency management, and leadership. To enhance the learning effects of practicum course, recommendations are proposed as following. Practicum courses should be implemented firstly for student-learning. Teachers should find proper organization for practicum and provide consultation and leadership for students. Students should select practicum courses suitable for their development and interact closely with teachers and colleagues. Cooperative organizations should treat students just like their formal employees in training and performance evaluation.