Based on the Theory of Planned Behavior (TpB, Ajzen, 2000), this study examined the relationship between interacting components (i.e., beliefs and attitudes) and preservice teachers' intentions toward teaching a student labeled Attention Deficit Hyperactivity Disorder (ADHD). A total of 213 (M age=23.5, SD=3.19) preservice teachers (117 males, age=23.64 ± 2.85; 96 females, age=23.3±3.56), purposely selected from universities in Korea (n = 111, 76 males and 35 females, age = 22.37±2.59), China ((n = 60, 25 males and 35 females, age=24.82 ± 2.03), and the United States (n=42, 16 males and 26 females, age=24.60±4.62) participated in this study. Participants read a vignette on the Physical Educators' Intention Toward Teaching Individuals with Disabilities II Preservice Survey (PEITID-II-PS; So, Tripp, & Rizzo, in preparation) describing a 9-year-old student labeled ADHD. The survey was written in English and translated into Korean and Chinese, which demonstrated good reliability and validity estimates. Participants completed the PEITID-II-PS that had 35 items and used a 7-point Likert scale, ranging from 1 (strongly disagree) to 7 (strongly agree). Higher scores equate with more favorable intentions. ANOVAs were first conducted to examine cross-cultural differences on preservice teachers' intentions toward teaching a student labeled ADHD among three countries. Results showed that there was a significant difference on intentions among preservice teachers (PTs) from three countries; F (2,210) = 13.14, p < .000. Due to the unequal group sizes, the Tukey-Kramer method was used to determine which means differ significantly. Korean PTs showed less favorable intentions than Chinese and American PTs. There was no significant difference found between Chinese and American PTs on intentions. Multiple regression analyses were applied to cross-culturally compare and examine relationships between interacting components and intentions. Results showed that preservice teachers' intentions were predicted by attitude toward behavior (B = -.591, p < .000) and normative beliefs (B = .218, p < .001) among Korean PTs. However, attitude toward behavior (B = .662, p < .000), control beliefs (B = .231, p < .05) and perceived behavioral control (B = .233, p < .05) predicted American PTs' intentions toward teaching a student labeled ADHD. Interestingly, Chinese PTs' intentions were not predicted by beliefs and attitudes. These findings showed cross-cultural differences on intentions toward teaching a student labeled ADHD and provide insight into culturally-oriented different levels of readiness for teaching students with disabilities. Keyword(s): adapted physical activity, pre-service/student