The purpose of this study was to identify and compare the effects of two different multicultural education intervention strategies (an integrated model and a subject-specific model) on the knowledge and attitudes of preservice teacher education students (N=228) in both a classroom and a field-based setting. Physical education has included an orientation toward the cognitive and affective domain for many years; because of its social orientation it can play an important role in the process of gaining an understanding and appreciation toward ethnic and cultural diversity. Pre- and post-test assessments were administered to four treatment groups utilizing the Multicultural Physical Education Instrument designed to assess the knowledge and attitudes of students in regard to important multicultural issues. The two classroom intervention strategies were primarly presented as course work. Results reveal that the attitudes of preservice teachers regarding multicultural issues can be enhanced both through discipline-specific as well as integrated courses. Field-based experiences, however, were not particularly effective in helping the teacher education students to gain a higher multicultural tolerance level. (Contains 17 references.) (LL)