PURPOSE: The purpose of this study was to edit a scale for flow experience in physical education of college students based on Csikszentmihalyi (1975, 1990) flow model. This study aimed to explore the validity, reliability and the goodness-of-fit of the measurement model. The scale is adaptive to domestic physical education participants and is capable to show the extent of their relevant flow experiences. METHODS: Quota sampling was applied to investigate 9 colleges nationwide. A total of 900 questionnaires were distributed equally to 9 colleges, and each college received 100 copies, and final 824 samples were used. Afterwards, confirmatory factor analysis was used to testify the goodness-of-fit of the hypothesis measurement model. RESULTS: Results showed the Physical Education Flow Experience Scale was a two-stage model with nine factors, which includes challenge-skill balance, action-awareness merging, clear goals, unambiguous feedback, concentration, sense of control, loss of self consciousness, transformation of time, and automatic experience. The convergent validity were also testified. CONCLUSION: As a result, this measurement tool is empirical and could be used for future related researches.