Children’s inactivity has been shown to be a strong predictor of childhood obesity and other health related diseases. Unfortunately, children with disabilities may suffer even poorer health related fitness, stemming from both physical and psychosocial constraints (Longmuir and Bar-Or, 2000). The purpose of this study was to examine the motivational effects of wearing a talking pedometer on both the value placed on walking and the actual walking behavior of participants attending a one week developmental sports camp for children with visual impairments. Participants included 40 campers ranging in age from 8-15 (Mage=12.6) who attended the one week camp. Campers’ daily steps were tracked for three weeks using a talking pedometer including seven days prior to attending the one-week summer sports camp, during the seven days of camp, and for one-week after camp. While daily steps significantly increased over the three weeks, the focus of this study was to qualitatively examine the children’s perceptions about the motivational effects of using the talking pedometer on their value for walking as a physical activity choice. Campers were interviewed about how the talking pedometer impacted their perceptions of walking as useful, important, and interesting. Qualitative analysis included verbatim transcriptions of the interviews followed by coding the data into themes (Patton, 1990). Saturation of themes was reached after 20 interviews. The overall themes common to the child’s experience with the pedometer included the children reporting that it made them challenged to walk more steps each day, made walking more fun, made walking more useful to track the distance they walked, provided them with positive verbal encouragement, and made them more motivated and confident to keep walking after camp ended. The interviews revealed that the campers saw the pedometers as helping them to set goals which is an important aspect of adherence to physical activity. For example, children shared, “Tomorrow I want to walk 15,000 steps” and “I walked around the block so I could get my 10,000 steps.” Motivating children with visual impairments to value walking as a physical activity choice may be enhanced through tools such as talking pedometers. Keyword(s): exercise/fitness, physical activity