It is important to examine how PETE pre-service students understand and describe their views of achieving ethnorelative diversity preparation, to create a frame of reference for teacher educators in physical education to better understand deficiencies and strengths related to pre-service students' learning of multicultural teaching knowledge and skills within the curriculum. Therefore, this study involved a qualitative content analysis of pre-service students' written descriptions relevant to their methods of learning about multicultural teaching competence in PETE curricula structures. Fostering this knowledge facilitates teacher educators understanding of strengths and weaknesses related to culturally relevant teaching preparedness according to the perspectives of pre-service students. Qualitative content analysis (QCA) is a qualitative oriented method that depends upon the foundational strengths of content analysis and applies techniques for a systematic analysis of textual material obtained from observations, interviews, or of other documents in a qualitative procedure (Mayring, 2000a; 2000b; 2001; 2002; 2003; Spannagel, Gläser-Zikuda & Schroeder, 2005).The researchers utilized a purposeful sampling strategy (Patton, 2002) to recruit (N=244) PETE pre-service students enrolled in (5) NCATE accredited PETE Programs throughout the Northeast region of the U.S. Participants were solicited to provide written text relevant to their multicultural teaching competence on 14 questions adopted from items on a previously validated multicultural competency scale (MTCS) (Spanerman, In Review) which consists of (6) items to understand multicultural teaching knowledge and (8) items to understand multicultural teaching skill. Therefore, in an attempt to better understand how these pre-service students described their learning related to these multicultural competencies, the pre-service students wrote how, when, or if they ever obtained specific multicultural pedagogical knowledge and skill competence in their PETE curriculum. 240 of 244 (98%) of pre-service students participated in this study and responded to one or more of the 14 questions. In total, 952 responses were generated from 14 questions, (multicultural knowledge- 465 written descriptions/multicultural skill- 487 written descriptions). Findings in this study indicate that college courses and practical experiences (ie, PETE methods, field experiences, practicums) and social environments (interactions/schooling experiences) play a major role in students' identification of learning multicultural skills and knowledge. Though they describe these factors as important there was also concern in regard to deficiencies in several multicultural skill and knowledge competencies. Hopefully, dialogue of this nature would help to clarify some of the pedagogical uncertainties with respect to cultural practices and beliefs, exhibited through the pre-service teachers written descriptions within this qualitative content analysis. Keyword(s): multiculturalism/cultural diversity, pre-service/student, professional preparation