Purpose: To examine the consistency of findings between two studies examining the impact of sport education on Chinese physical education preservice teachers' content knowledge and performance of volleyball and basketball. Methods: One hundred and six preservice teachers' from a university in central China participated in six semester-long courses of basketball taught using either a Multi-Activity or Sport Education model of instruction. Pre- and postcourse measures of game performance were recorded for common content knowledge and specialized content knowledge. Results: After controlling for preintervention scores, statistically significant differences favoring Sport Education were found for common content knowledge as well as specialized content knowledge. Students in Sport Education had 62 times higher odds of reaching the specialized content knowledge benchmark depth for acceptable content development. Conclusion: These findings provide support for the idea that the accountability mechanisms specific to Sport Education, together with the tasks related to designing team training plans, serve to promote students' ability to design and sequence tasks based on their team's needs.