This study examined the observed effects of horse-riding which took place as an extra-curricula activity within the school day. The three children in the case study were primary aged students from a Canberra primary school who have an intellectual disability requiring high support. The criteria for selection was on the basis of how long they had taken part in the horse-riding programme. The three children were either just about to start or had just started the programme and had no previous experience with horses or horse-riding. The aim of the study was to explore the effects that the horse-riding programme had on the children's behaviour, attitudes and the way they communicated when riding. The children's behaviour was observed in the different settings of the school and the stables environment. Certain individual behaviours were observed and recorded on a weekly basis for an eight week period. Audio-recordings of behaviour took place as well as interviews both before and after the eight week period, from teachers, riding instructors, helpers, and parents. Whilst the case study could not be said to be large enough to be representative of all children with intellectual disabilities attending this horse-riding programme, in general some common themes relating to counselling emerged which corresponded with other studies referred to in the literature. These include positive effects such as a general sense of well-being and a feeling of success whilst being in control of the horse. An emerging empathy and closeness of each child with their particular horse was observed over time, which appeared to lead to increased communication. This took place whilst the children were talking or communicating to the horse or in the presence of the horse.