The purpose of the study was to determine if elementary children have increased rhythmic self-efficacy after participating in supplemental rhythmic activities. Children who took a rhythms class were compared to those who had not had a class. Analyses of gender and ethnicity were also conducted. Fourth grade students from four urban Title I schools served as participants for the study. Two of the schools participated in the rhythmic activity classes (n=57) and two schools served as the control group (n=28). The students in the rhythmic classes completed six weeks of supplementary rhythmic activities. These activities were offered twice a week during their regularly scheduled physical education classes for a total of 12 classes. The supplemental rhythmic activities included: (a) movement to music, (b) lummi sticks, (c) rope jumping, (d) tinikling, and (e) step aerobics. Any child that had received formal dance training in the three years prior to the study for a time span greater than three months was excluded from data collection but still participated with their peers. Rhythmic Self-Efficacy was measured via the Self-Efficacy for Rhythmic Activity Scale (SERAS). The questionnaire was a 15 item, five point Likert scale with a score range of 15-75 and a high score reflecting greater levels of rhythmic self-efficacy. An analysis of covariance (ANCOVA) was computed to test the hypothesis. The dependent variable was the post-SERAS score, and the pre-SERAS score was used as the covariate for the Group X Gender X Ethnicity (2X2X3) design. No significant interactions resulted for the 2X2X3 design (p>.05). There was a statistically significant difference in post-rhythmic self-efficacy scores for the main effect of group, F(1,83) = 4.614, p=.035, p<.05. The students that participated in the rhythmic classes exhibited a higher level of rhythmic self-efficacy (M =52.22) when compared to the control group (M=47.74). The significant increases in rhythmic self-efficacy were encouraging with regard to concerns of childhood obesity and inactivity levels. With the higher levels of rhythmic self-efficacy perhaps students with such rhythmical experiences will continue to participate in rhythmic activities as a source of physical activity. This hope is based upon the work of Miller, Ogletree, and Welshimer (2002) who found that high levels of physical activity self-efficacy were significantly related to high levels of physical activity adherence, and physical activity adherence is key in the fight against obesity and maintaining physical fitness. Keyword(s): dance, elementary issues