This study sought to: (1) determine whether Educational Kinesiology (E-K) integration movements have an effect upon the static balance of learning disabled elementary students; (2) determine if E-K repatterning increases the effects of the movements; and (3) examine possible gender differences. Sixty elementary school students were matched on age and gender, and assigned to one of three groups,--repatterend E-K, the E-K movement group or the control group. The students in the repatterned and E-K movement groups utilized E-K exercises for 5-minute periods, twice a day, 5 days a week for 6 weeks. The control group was not involved with E-K at all. Static balance in all three groups was measured using the modified stork stand of Arnheim and Sinclair (1979) before and after the 6-week program. The results of the study support the notion that Educational Kinesiology is an effective treatment program to improve static balance of the learning disabled child. The results also suggest that E-K exercises are effective in themselves for improving balance, but the repatterning before the treatment program provides an even greater level of improvement than the movements alone. (JD)