The National Physical Education Content Standards state that motor competency is an outcome of a quality physical education program (NASPE, 2004). The Movement Involvement Cycle suggests that motor competency is associated with movement confidence, participation choice, effort, and persistence (Bressan & Weiss, 1982), thus implying that high motor competency boosts self-efficacy, raising interest in the task. The purpose of this research was to profile the characteristics related to self-efficacy, sport interest, and physical fitness of motor competent and non-competent children. Fifty-seven children (35 males and 22 females) ages 7 to 13 from a summer program at a Midwestern university participated in this investigation. All participants completed five Fitnessgram tests (PACER, curl-ups, push-ups, sit and reach, and body mass index), three motor competency tests (basketball, paddles, bowling), and an individual interview. Motor skill competency was measured using the South Carolina Physical Education Assessment Program (SCPEAP) test protocols and scoring rubrics. All testing protocols were designed to address age appropriate criteria. Child interviews were formally structured, containing both open and closed questions about self-efficacy, sports interests, sport experience, and demographics. Data analysis entailed comparison of participant characteristics, using frequency counts, matrices, and a taxonomy (Glesene, 1999) to create profiles of competent and non-competent participants. Motor competent children: (a) were likely to be competent in all activities, (b) obtained scores in the Healthy Fitness Zone for all five physical fitness tests, (c) accurately predicted the sport of greatest competence, (d) were interested in the sport of highest competence, (e) indicated the most confidence in the sport of highest competence, and (f) had youth sport experience. Non-competent children: (a) were likely to be non-competent in all motor tasks, (b) most generally had at least one health-related fitness component outside of the Healthy Fitness Zone, (c) were not necessarily interested in the sport in which they were most skilled, (d) often exhibited inaccuracies between self-efficacy and motor competency, and (e) lacked youth sport experience. Similar to previous studies on self-efficacy, fitness, and motor abilities (Erwin & Castelli, 2004; Koch, et al., 2004; Southall, Okely, & Steele, 2004), non-competent children demonstrated poorer fitness, perceived competence, and self-efficacy than competent children.Keyword(s): elementary education, exercise/fitness, physical activity