Pilot research findings suggest that the nature of the activity influences the participation of low participating students in physical education, but not exclusively as skillfulness may be of the most critical of factors that contribute to participation in physical education (Lounsbery, Dubose & Pearce, 2000). This experimental study was conducted in two seventh grade physical education classes to compare the participation of one high and one low participating female student (HP and LP, respectively) in each class. A single-case multi-treatment reversal design (ABAC/BACA; First Phase A=group competitive [basketball], Phase B=individual [tae-bo], Second Phase A=group competitive [ultimate frisbee], and Phase C=dual [badminton])was used to record HP and LP participation while exposed to different activities. With the exception of tae-bo, skills tests were administered during all activities. Interobserver agreement was conducted on 33% of all data collected and was found to be at M=.92. Results demonstrated that in both classes during the first Phase A, LP students had lower skill level and levels of participation (mean level=15 & 24) compared to the HP students (mean level=38 & 75 ). During Phase B little difference in HP and LP participation was noted in either class one or two. During the second phase A, there was little difference in the participation of the HP and LP students in both classes and, in class one, the response of the LP was slightly higher than the HP. Furthermore, skills tests identified that there were no skill differences between the LP's and HP's in either class. Finally, during phase C , little difference between the participation of the LP and HP students in class one was noted (mean level LP=32; Mean Level of HP=43) while, in class two, the mean level of response for the HP and LP students was 60 and 30 respectively. The badminton skills test confirmed that while there were no differences in the skill of the HP and LP students in class one, the HP student in class two tested at a much higher skill level than her LP counterpart. These data indicate that skillfulness consistently influence the participation of students with low participation tendencies in physical education. An important next study may be to identify whether exposing low participating students to only those activities in which they have demonstrative skill can increase and sustain their participation in physical education class. Keyword(s): curriculum development, physical activity