This investigation examined the influence of a variety of factors in the performance of object control (OC) skills of preschool and kindergarten-aged children enrolled in urban elementary schools. Participants included two groups; one group (29 girls, 18 boys) received an OC motor skill intervention (I group), and a comparison (C) group (23 girls, 28 boys) who did not receive the intervention. This study was conducted in a large multi-ethnic city in an urban school district in the Midwestern United States. The mean age in months for I participants was 62.62 (SD=6.60), and for C participants was 61.92 (SD=6.50). Ethnicities of I participants included 66% African-American, 10.3% Asian American, 26.7% Caucasian, and 3.4% Eastern-Indian. Children in the C group were 7.4% African, 90% African-American and 3.6% Caucasian. Data were collected in the following areas: OC motor skill performance via Ulrich’s (2000) Test of Gross Motor Development-2, perceived physical competence via Harter and Pike’s (1984) Pictorial Scale of Perceived Competence and Social Acceptance (PSPCSA) for young children, body mass index (BMI), grip strength via a hand-grip dynamometer, and risk factor indication via teacher report. The first two instruments were administered prior to and following an eight-week OC motor skill intervention, with the remaining instruments being administered only once during the investigation. Data were analyzed via Backward Elimination Multiple Regressions in order to identify the possible predictors of OC score, both prior to and following the intervention period for each group. Due to statistical similarity, the I and C groups were combined for regression purposes prior to the intervention. The pre-intervention regression indicated that the variables of gender, pre-intervention PSPCSA, and age explained 37% of the variance in OC skill performance for the participants. Following the intervention, the variables of pre-intervention OC score, gender, post-intervention PSPCSA, BMI, and pre-intervention PSPCSA explained 60% of the variance in OC score for the I group. For the C group however, regression results indicated that only one variable was significantly predictive of post-intervention OC score. The variable of pre-intervention OC score accounted for 53% of the variance in post-intervention score. These results have significant implications, as many variables in a child’s life may influence the development of OC skills. If teachers and researchers are able to identify and understand potential influences on the development of OC skills, perhaps they will be better equipped to design and implement appropriate instructional experiences for children.