The physical education teacher education literature is scare in terms of defining PETE pre-service teachers self-reported levels of interethnic contact across different settings and its associated implications on their color-blind racial beliefs and culturally relevant pedagogical competence. Therefore, the purpose of the present study was to examine differences in reported levels of interethnic contact (frequent vs. rare) in various settings (previous k-12 schooling, college courses, and home community) among pre-service teachers on their self-reported color-blind racial beliefs and multicultural teaching competence. Participants represented a variety racial and ethnic backgrounds consisting of White American (n=209), African American (n=9), Hispanic/Latino (n=20), Asian American (n=2), Native American (n=1) and Multiracial (n=3). Two self report questionnaires, the Multicultural Teaching Competency Scale (MTCS) and the Color-Blind Racial Attitude Scale (CoBRAS) were distributed to pre-service teachers. Findings indicated that pre-service teachers whom reported greater social contact and interaction with various ethnically diverse groups in academic and community settings revealed significantly higher racial awareness (CoBRAS) and multicultural teaching competence (MTCS) than their counterparts whom reported having less social contact and interaction with various ethnically diverse groups in these settings. To test each hypothesis, 3 unpaired t-test were performed between the pre-service teachers' level of reported contact (frequent vs. rare) and their 1) levels of color-blind racial beliefs and 2)multicultural teaching competence across the three settings (k-12 experiences, college classes, and home community). The first null hypothesis was rejected as there was a statistically significant difference between pre-service teachers whom reported having frequent contact and those reporting having non-frequent contact across each setting; previous K-12 schooling: t (234) = 2.004, p < .0046; College Classes: t (236) = 2.172, p < .0030; and Home Community: t (232) = 2.080, p < .0038, in their levels of color-blind racial beliefs. In addition, the second hypotheses was rejected as 3 unpaired t-tests revealed significant differences between the two groups of reported interethnic contact across each setting; previous K-12 schooling: t (234) = 2.569, p < .0108; College Classes: t (236) = 6.019, p < .0001; and Home Community: t (232) = 2.327, p < .0020, in their levels of reported levels of multicultural teaching competence. Acquisition of this information adds insight to the current literature by improving our understanding of racial attitude and multicultural teaching competence differences experienced in pre-service teachers specific to their previous levels of interethnic contact across various domains.