In general self-concept is one of the most important targets of education, therefore educators and parents concur that children need to improve and develop high self-concept characterized by tolerance, appreciation and acceptance of others (Buang, 2003). In the present study an attempt has been made to compare the self-concepts of Indian and Ethiopian physical education students. The study was framed to compare the Self-Concept of Indian and Ethiopian physical education students. The subjects of this study were 200 randomly selected students in each sample from physical education students from India and as well as India. Selfconcept of the subjects was gauged by using self-concept questionnaire developed by Saraswat (1984). It was hypothesized that there will not be any significant difference between means of self-concept of Indian and Ethiopian physical education students. The analysis of data was done by analyzing descriptive (mean and standard deviations) and „t‟ test for independent samples for comparison of means. The level of significance was set at 0.05 levels. Results of the study revealed that the mean values of self-concept of physical education students of India and Ethiopia varied and Ethiopian students scored higher on this variable, but not significantly as the obtained t value of 1.397 was less than the tabulated t value of 1.97, thus the null hypothesis stated could not be rejected. The possible explanation could be that both Indian and Ethiopian cultures are morally very strong and they believe in giving and taking mutual respect.