Due to curricular space, it is often difficult for Physical Education Teacher Education (PETE) programs to provide quality experiences that foster preservice teachers’ (PTs) development of CK (content knowledge) and PCK (pedagogical content knowledge) across the wide variety of sports/activities offered in most K-12 physical education programs. This study investigated how one university provided PTs with comprehensive experiences to develop CK and PCK via curricular change. The curriculum moved from five-week courses for each sport that provided CK and peer teaching (“old” curriculum) to 15-week courses that addressed primarily CK for 10 weeks followed by PCK opportunities provided through university activity classes for five weeks (“new” curriculum). Participants included 44 PTs who matriculated in the old (n = 19) or new PETE curricula (n = 25). Using a five point Likert-type scale, participants responded to survey items addressing improvements in their CK, skill, and teaching ability of six team sports (basketball, flag football, floor hockey, soccer, softball, and volleyball) across the semester. Analyses of these variables were completed using a 2 (group; old/new curriculum) x 2 (time; pre/post) x 6 (sport) research design. ANOVA-RM revealed significant (p<.05) main effects for time and sport for content knowledge, skill, and teaching ability. Time x sport for skill was the only significant interaction. Participants’ enjoyment of each sport and how helpful each sport was in their professional preparation were analyzed using a 2 (group) x 6 (sport) design. A MANOVA revealed no group differences for enjoyment or helpfulness. Limitations associated with self-report data impact the generalizability of these findings. While no group differences were found for any independent variables, the PETE faculty reported improved practical skills during formal observations of the “new” curriculum group. In fact, the only group that has taught the “new” curriculum for two semesters were notably stronger teachers during the second “new” experience than they were in their first experience. It is hypothesized that this improvement will positively impact their student teaching experiences and accelerate the development of their teaching skills. Future research will address the empirical nature of these informal observations to determine if this new curriculum will make a measurable difference in PTs’ teaching skills.Keyword(s): curriculum development, professional development