Native American children are at an increased risk for hypokinetic diseases related to physical inactivity. Little is known about Native American students' physical activity (PA) patterns (before, during, after school) and preferences for participation. It is important to study students' preferences and patterns in order to develop culturally relevant programs leading to the development of lifelong healthy lifestyle behaviors. Purpose: To explore Native American students' self-reported physical activities and to determine if participation patterns changed after a year long, school-based healthy living intervention taught by classroom and physical education teachers. Methods: Participants were 374 boys (n=158) and girls (n=216) at the elementary (n=59) and secondary (n=317) levels from 11 schools in a Native American community. Students completed a previously validated instrument, the Pathways PA Recall Questionnaire (Going et al., 1999). The instrument produced high internal consistency reliability scores in the current sample (all α's >.89). Data analyses included descriptive statistics and recoding items into binary variables and assessing pre-to-post-intervention changes using cross tabulations with Kappa and McNemar tests. Results: The most common physical activities reported before school were walking/running, games, and indoor chores; commonly reported before school sedentary behaviors included riding the bus, watch TV/videos, videogames, and homework. Frequently reported after school physical activities were similar including walking/running, games, basketball, and indoor chores; frequently reported sedentary behaviors included watching TV/videos, riding the bus, homework, and videogames. Kappa results for before school (50% agreement), during school (65%) and after school (81%) activities, indicated significant agreement on activities reported by the students for both physical activities and sedentary behaviors. McNemar's test of change pre/post showed significant negative change in the before school activities of riding the bus, bicycling, and skateboarding/skating suggesting decreased participation in these activities. After school significant changes included more frequent swimming and water play along with fewer children riding the bus. Conclusions: Similar to urban students' reports, these Native American students reported frequent participation in only a few types of physical activities (e.g., walk/run, basketball, skateboard/skate) along with common reports of sedentary behaviors (e.g., videogames, TV/videos). Positive intervention outcomes included fewer students taking the bus. This study adds to our knowledge of Native American students' PA preferences and activity patterns. Clearly more in-depth and longer interventions are needed as are interventions with family and community programming components. More information is needed in this area along with the development of culturally relevant PA programming specific to this community's needs.Keyword(s): exercise/fitness/physical activity, multiculturalism/cultural diversity, youth-at-risk