This investigation examined the influence an eight-week Object Control (OC) Motor Skill Intervention on the performance of object control (OC) skills of preschool and kindergarten-aged girls and boys enrolled in two 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 via Ulrich’s (2000) Test of Gross Motor Development-2 prior to and following the OC motor skill intervention. Data were analyzed via MANOVA’s with post-hoc t-tests both prior to and following the intervention. Results indicated that prior to the intervention, both the I and C groups were performing OC skills below the 25th percentile, with girls in both groups lagging behind the OC skill performance of boys in both groups. Following the intervention period, statistically significant differences were found between groups, with children in the I group scoring higher on OC skills than children in the C group. Additionally, there were not significant differences in the OC skill performance between girls and boys in the I group following the eight-week intervention. These results have significant implications for the programming and provision of MSI programs for girls. When provided the opportunity and the instruction for the development of OC skills, girls appeared to “catch-up” to the performance of boys, who typically perform OC skills at more mature levels than girls.Keyword(s): elementary education, gender issues, youth-at-risk