The purpose of the study was two fold: (a) to determine whether changes in perceived competence ratings occurred after employing self-regulation strategies (i.e., self-monitoring and self-reporting) to pedometer use and (b) to determine whether differences emerged in average steps taken based on venues for physical activity. Volunteers from seventh- and eight-grade physical education classes (n=91; females=40; males=51) participated in a five-week pilot study. Eight classes were randomly assigned to one of three groups: (a) Open–participants wore nonsealed pedometers and self-reported steps; (b) Self-regulation–participants wore nonsealed pedometers, self-reported steps, and plotted daily step counts on a graph; and (c) Control–participants wore sealed pedometers. Perceived competence was assessed at the onset and conclusion of the study using Harter's (1985) Perceived Competence Profile (i.e., global self-worth; sport competence). A 24-hour physical activity survey was administered on two separate days. Participants were grouped (i.e., upper and lower third) based on average step counts. The upper third group consisted of 7 female and 23 male students, while the bottom third consisted of 19 female and 11 male students. Results revealed that those participants assigned to the self-regulation group took significantly more steps than those in the control group [F(2,57)=6.912, p=.002] with 53% (n=16) of those originating in the top third division. Those top steppers also demonstrated significantly higher positive differences in Harter's sport competence than those in the bottom third [F(1,58)=.717, p=.000]. Physical activity results revealed that those with the highest step counts reported significantly higher sport time involvement [F(1,54)=11.502, p=.001] in addition to reporting significantly more time walking to and from school [F(1,54)=8.559, p=.005]. Overall, implementing initial self-regulation strategies with pedometer use to junior high school students contributed to higher step counts. It appeared that sport participation had an influence on those who were the highest steppers, as well as contributing to higher sports efficacy scores. Keyword(s): middle school issues, research