The purpose of this study was the examination of the field-dependent cognitive style as it relates to differences in learning within an analytical, concept-based physical education curriculum. Subjects were 52 elementary school students in the second grade who scored in the fourth quartile on the Children's Group Embedded Figures Test. Observation and interview data were collected over a 4-month period. A field note journal was used to record events which occurred during the observation period. An interpretive journal was developed from concerns or interpretive comments made by investigators at weekly meetings. At the end of the observation period, formal interviews were conducted with students and teachers who had been selected for expertise in teaching the Logsdon curriculum, a kinesiology-based approach to physical education. Teacher interviews focused on plans for the organization of the class, efforts to structure material for student learning, and perceptions of differences in student learning. Student interviews concerned the children's attitudes toward physical education and the relevance of the content to them. Data were analyzed using constant comparison. Results suggested that field-dependent students experienced difficulty focusing on lesson discussion, following directions, and working independently. Discussion concerns the role of structure and the influence of social relationships on learning behaviors of field-dependent children. (RH)