The purpose of this investigation was to evaluate the impact of an individualized motor activity program on the level of motor development, perceptual-motor development, physical fitness, self-concept, and academic achievement of learning disabled elementary school children. The participants for this investigation were learning disabled children (N=37), CAs 7 to 12 years, with a mean IQ of 98. They were all drawn from self-contained learning disabled classes in three elementary schools. A three factorial design, treatment (E/C) X age (younger/older) X test (pre/post), with repeated measures on the third factor was used to examine the effects of the intervening treatment on all dependent variables. A multivariate analysis of variance (MANOVA) statistical analysis technique was used to analyze the total effect of the program on the learning disabled children. The instruments used for pre and posttesting were: (1) Project ACTIVE Motor Ability Test, Level III; (2) Project ACTIVE Physical Fitness Test, Level III; (3) Piers-Harris Self-Concept Scale; (4) Thomas' Teacher Rating Scale; and (5) Shape-O Ball Test. The control group participated in a 30 minute traditional physical education program each day for 5 days per week during the 18 weeks of the study. For 5 days per week during the 18 weeks of the study, the experimental group received an individualized motor activity program based on the needs of each individual student. At the completion of the intervention program, the parents and teachers of the children involved in the experimental group were interviewed concerning their views of the impact of the program on the children. When all 12 variables were assessed simultaneously, the MANOVA indicated that there were significant multivariate main effects for age, treatment, and test (p< .05), as well as treatment X test and treatment X age interaction effects (p<.05). The post hoc procedures indicated significant (p <.05) treatment X test interaction which favored the experimental group on all the physical fitness, motor ability, and perceptual-motor variables. Significant treatment X age interaction effect (p <.05) was found on balance, eye-hand coordination, and sit-ups. The results of the teacher and parent interviews demonstrated that they felt that overall the individualized program was very beneficial to those children who participated. It was concluded: (1) the level of physical fitness, motor ability, and perceptual-motor development can be enhanced through participation in an individualized motor activity program; (2) it appears that the global self-concept and academic achievement of learning disabled children cannot be significantly improved through an individualized motor activity program; and (3) the learning disabled child's self confidence as it relates to physical activities as well as social-emotional growth can be enhanced through participation in an individualized motor activity program. / Ed. D.