Preschoolers need specific and systemic opportunities to learn fundamental physical activity skills that will help them develop and sustain physical activity throughout their life span.  Most preschool centers/classrooms are not equipped with trained physical education teachers, therefore getting children to learn these skills or be active is the responsibility of the classroom teachers.  The question remains if classroom teachers can be trained to teach preschoolers physical activity skills to allow them to engage in developmentally appropriate moderate to vigorous physical activity (MVPA) games during outdoor playtime.  The purpose of this pilot study is to examine the effects of classroom teacher taught skill-based outdoor playtime physical activity versus unstructured outdoor playtime on total daily physical activity in low socioeconomic status preschool-aged children.  Changes in treatment' and control group's total daily physical activity and the amount of time spent in MVPA over the study period will be compared.  Objective assessment of physical activity will be used.