The purpose of this study was to examine the differences between preservice classroom and physical education teachers ability to implement a motivational climate. A total of 51 preservice teachers were enrolled in an elementary physical education methods course for (a) classroom teachers or (b) physical education specialists. Data were collected using a systematic observation instrument during their course field experience. Analysis of data utilized a one-way MANOVA with follow-up univariate ANOVAs to examine group differences. Results indicated that preservice physical education teachers were significantly more able to apply principles that developed a positive motivational climate.