Possessing intrinsic motivation to be physically active for a lifetime is worthy goal of physical education (Cuddihy et al., 2002; NASPE, 1995, 2004). Many attempts have been made to utilize different curricular to promote motivation in physical education. However, as much attention given to the sport education (SE) in influencing physical activity motivation, less research has been done to integrate SE with fitness education (FE) curriculum. Beaudet et al. (2004) has suggested that there is a need to develop appropriate curriculum integrating SE with FE to foster a physically active lifestyle throughout adulthood. The purpose of this study was to design an integrated curriculum (SE combined with FE) and assess whether it differed from SE on students' intrinsic motivation. A total of 152 college students (132 male, 20 female) enrolled in the integrated curriculum and SE programs completed the modified Intrinsic Motivation Inventory (IMI) (Deci, Eghirari, Patrick, & Leone, 1994) including interest/enjoyment, perceived competence, effort/importance, value/usefulness, and pressure /tension. Two badminton classes (63 males, 20 females) were taught with the integrated curriculum, whereas one basketball (37 males) and one soccer class (32males) were taught using SE for 15 weeks. Cronbach alpha coefficients for these subscales were .86, .54, .76, .86, and .52. One way ANOVA yielded that there were no significant differences between the integrated curriculum and SE on all dimensions of the intrinsic motivation (F 1, 150 = .04 - 2.47 for all subscales; all p > .05). However, when different types of sport programs (i.e., badminton, soccer, and basketball) were considered as a covariate, ANCOVA analysis yielded a significant main effect for curriculum classification, Wilk's Lambda = .114, F (5, 145) = 226.45, P< 0.0001.The result showed that significant differences emerged between the integrated curriculum and sport education on interest/enjoyment (F 1, 149 = 13.07, p < .01), perceived competence (F 1, 149 = 9.56, p < .05), and effort/importance (F 1, 149 = 5.79, p < .05). The observed power strongly supported these findings (Power = 0.949, .869, .667). Multiple comparison indicated that sport education have higher students' intrinsic motivation than the integrated curriculum. The personal correlation also indicated that there were a significant relationship between curriculum classification and sport programs (r = .812). Overall, the results of this study suggest that the integrated curriculum has lower students' motivation than sport education when different types of sport programs are taken into consideration as a covariance.Keyword(s): assessment, curriculum