Although skill analysis ability is crucial for physical education (PE) teachers, it is underemphasized by physical education teacher education (PETE) programs. This study aims to examine the effects of a training program on pre-service PE teachers' skill analysis ability. Utilizing a quasi-experimental research design, 36 pre-service PE teachers (experimental group) participated in a skill analysis training program for eight motor skills while no training was provided for 37 Sport Science and Management (SSM) undergraduates (control group). Based on a four-step model (Knudson, 2013), the skill analysis training program introduced participants to eight motor skills and their critical features. Participants also watched videos of correct skill performances and practiced analyzing incorrect skill performances using the same videos. For both groups, the skill analysis ability of the eight motor skills was measured before (pre-test), immediately after (post-test), and six weeks after (retention test) the training program. For the experimental group, a large and statistically significant increase in skill analysis ability was observed between the pre- and post-tests, while a statistically insignificant decrease in skill analysis ability was observed between the post- and retention tests. For the control group, a small but statistically significant increase in skill analysis ability was observed between the pre- and post-tests, and a statistically insignificant decrease in skill analysis ability was observed between the post- and retention tests. The results indicated that pre-service PE teachers were unable to analyze motor skills prior to the PETE program, and the training program effectively improved their skill analysis ability, which was retained six weeks later. More importantly, the pre-service PE teachers attained the established competency level for eight motor skills after the skill analysis training program. Thus, the study supports the inclusion of skill analysis training in PETE programs.