The purpose of this research was the examination of the field-dependent/independent cognitive style as it related to learning within a Logsdon-based movement curriculum. Subjects consisted of 104 children scoring in the 1st- (field independent) and 4th-quartile (field dependent) on the Children’s Embedded Figures Test. Observation and interview data were collected by the two researchers over a 4-month period. Data were analyzed using constant comparison. Field-independent students’ performance was consistent with teacher expectations during the majority of the classes observed. Field-dependent students experienced difficulty focusing on lesson discussion, following directions, and working independently. The discussion focused on the role of structure and the influence of social relationships on learning behaviors of field-dependent children.