Based on sequential behavior analysis (SBA) approaches to clinical practice setting (Sharpe, Lounsbery, & Bahls, 1997), the primary purpose of this study was to examine the relative effectiveness of SBA feedback using self-modeling in physical education teacher education programs in Korea. The subsequent purpose of the study was to examine the applicable use of technologically driven behavior analysis strategies and taxonomies into Korean teacher training programs. Prior to the study, a theory and culture-based teaching behavior coding scheme for Korean preservice teachers was first constructed to collect preservice teachers' behavioral data. Participants were three male and one female undergraduate students enrolled in a 12-week senior field-based teaching practicum course required for teaching certificate in Korea. Teaching performances in the mandatory 4 weeks field-based practicum of four undergraduates were observed during an 18-lesson soccer unit in a middle school. An A-B-A multiple-baseline design was used. The B-phase consisted of self-modeling feedback and the multiple-baseline represented the differing times in which same sequential behavioral feedback treatment using self-modeling was administered. Results showed that the self-modeling was effective in increasing teaching-related behaviors (i.e., demonstration, guidance, monitoring, task involvement, and feedback provision) and reducing nonteaching-related behaviors (i.e., unnecessary time spent on equipment management, negligence, punishment). Additionally, the initial validity and reliability of the teaching behavior coding scheme developed for this study was found applicable and effective for observing and analyzing inclusive teaching practices among Korean preservice teachers. Last, results also supported the view that practice teaching behaviors among preservice teachers in school-based settings could be improved and maintained as an effective educational approach with the sequential feedback provision from the university supervisors and/or cooperating teachers. Keyword(s): professional preparation, technology