This study compared the effectiveness of an activity-based intervention program versus a direct instruction program for developing motor skills in preschool children with developmental delays. Two groups of preschoolers received 15 weeks of physical education through either activity-based intervention, where instruction was child-directed, or direct instruction, where the teacher directed activities. Both groups showed improvements in locomotor and object control skills, but the activity-based intervention group showed significantly greater gains. The results suggest that activity-based intervention is an effective instructional approach for developing motor skills in preschoolers with delays or disabilities.