When considering the effects of cognitive learning disabilities, it's not surprising that many practitioners focus on differences in academic rather than motor performance. As a result, little is known about the general nature of coordination differences in children with learning disabilities, particularly those children who are not diagnosed with perceptual-motor difficulties. This research is designed to address this gap in knowledge. We observed a total of 15 children: 5 typically developing children (ND), 5 with learning disabilities and perceptual motor difficulties (PM), and 5 with learning disabilities and no perceptual motor difficulties (NPM). None of the children were diagnosed with developmental coordination disorder. The task was to clap while walking without any coordination instructions at a self-selected pace down a 10-meter gait mat. We hypothesized that, with short-term practice, ND children would become more adult-like in their motor coordination to a greater extent than both groups of children with LD. Results indicated that ND children did adopt a more adult-like motor coordination by the 6th trial in the practice block. Surprisingly, PM children more closely resembled ND children, with 4 of 5 adopting adult-like coordination by the 10th practice trial. NPM children did not consistently adopt this coordination pattern, even after 11 trials. Individual profiles across all trials indicated that PM children who initially adopted an adult-like pattern coordination subsequently showed a greater diversity of coordination patterns before eventually settling on the adult-like coordination pattern. From these results, two interesting concepts emerge. First, children who have learning disabilities with perceptual motor difficulties appear to behave similarly to typically developing children in adopting an adult-like pattern with short term practice. Second, children with learning disabilities who do not have perceptual motor problems may differ qualitatively in their coordination both from other children with learning disabilities, but also from typically developing children. This study provides preliminary evidence that, although children with learning disabilities may not show overt perceptual motor problems, they should be considered separately from children who are typically developing as well as those who have LD with perceptual motor problems.Keyword(s): adapted physical activity, assessment, research