Sixty five fourth grade students were instructed in ball handling skills over ten class periods. Students were randomly assigned to one of three goal structures: cooperative, competitive or individualistic. Goal structures were based on the Minnesota Learning Center Model (Johson & Johnson, 1993). Students were taught using identical, scripted lesson plans and using video models of children performing ball handling skills. Teacher effect was reduced by rotating three teachers to each goal structure group. Students were rewarded regularly according to each goal structure. Students were tested on three skills through video analysis by independent evaluators, and completed a classroom climate and social support questionnaire. Significant differences were found in some skill tests (p<.05) between the interdependent groups (cooperative and competitive) and the individualistic group. Results indicate that both positive and negative interdependence may be more effective than working alone in learning certain skills, and that appropriate competition (Johnson & Johnson, 1993) may be as effective as cooperation when learning new skills.Keyword(s): curriculum development, elementary education