Sports tourism, as a form of tourism, has taken on an increasing role in economic development in recent decades with the globalization of sports. The promotion of a healthy lifestyle, the economic benefits of sport, and health education all justify its pedagogical investigation. The research examines the sports tourism habits of Slovak and Hungarian pre-school teacher students, with particular attention to intercultural differences and similarities. The aim is to reveal the attitudes with which these students participate in sports tourism and the pedagogical significance of the results. The sample consisted of 325 university kindergarten teacher students who provided information about their sports tourism habits using questionnaires. The analysis of the quantitative data made it possible to accurately measure the frequency and attitude of the students’ participation in sports tourism. According to the results, preschool teacher students rarely participate in sports tourism, which can be explained by a lack of interest, time and motivation. The pedagogical significance of the results lies in the fact that they draw attention to the importance of sports tourism as an educational tool and encourage teacher training institutions to support their students in active sports activities. The role of sports socialization is particularly important in teacher training, as future teachers must convey the values of sports, especially through sports tourism and sports camps. These experiences not only provide the benefits of physical activity, but also develop social skills, cooperation skills and community spirit. The research contributes to a deeper understanding of the connections between sports tourism and pedagogy and provides valuable information for teacher training institutions to exploit the educational opportunities of sports tourism.