Skill analysis is an important and vital capacity for every physical education teacher to have because physical education teachers must know the critical features of a skill or movement to provide immediate feedback (Ciapponi, 1999). Therefore, the purpose of this investigation was to determine the effects of multimedia Computer-Assisted Instruction (CAI) on tennis skill and task analysis in a Physical Education Teacher Education (PETE) program. The data were obtained from 18 undergraduate PETE students enrolled in an evaluation and assessment course at a Mid-Atlantic university. Subjects were randomly assigned to three groups as CAI group (n=6), Teacher Instruction (TI) group (n=6), and Control (CG) group (n=6). The CAI group completed a sixty-minute instruction about analyzing the tennis serve in a computer lab. Two multimedia CAI tutorials, Interactive Tennis (IT) (Petrakis, 1996) and Tennis Task Analysis (TTA) (Petrakis & Konukman, 1999) were used as interventions. The TI group received a sixty-minute teacher instruction having same content that used in CAI tutorials. Control group did not receive any instruction at all. The results of this study were gathered from Tennis Serve Skill Analysis and Tennis Serve Task Analysis tests. A pre-test and post-test experimental design was applied. The Kruskal-Wallis test was used to determine the differences among the three groups, and pairwise ranking with the Mann Whitney U test was conducted between all comparisons as a post hoc analysis. Moreover, the Wilcoxon Signed Rank test was used to determine pre-to post-test changes within the groups. Alpha set at p< 0.5. The results of this study revealed that no significant differences were found among the groups in tennis serve skill analysis test (p>0.05). Therefore, post hoc analysis did not use. In addition, none of the groups improved within the group from pre to post-test (p>0.05). Finally, significant differences were found among the groups in tennis serve task analysis (p<0.05). Results indicated that the TI group performed significantly better than the CAI and CG groups (p<0.05). In addition, the TI and CG groups improved significantly within the group (p<0.05). The CAI group did not improve (p>0.05). However, similar to the literature (Morrison and Harrison, 1997; Siedentop, 1988) this study found that completion of a specific course or training method may not be effective on skill analysis of PETE majors but certain aspects of it can be taught directly. This study has several limitations. Therefore, further studies should address the effects of CAI on different setting and sports skills.Keyword(s): professional preparation, technology