This study examines motivational self-regulations (SR) among at-risk elementary school students participating in the physical activity component of an after school program (ASP) in a rural Southwest U.S. school district. Motivational regulations examined gender differences and were used to predict student performance on an endurance task. One hundred seventy-one participants from the 3rd to 6th grade completed the Self-Regulation Questionnaire and engaged in an endurance run. Repeated measures ANOVA, Pearson correlation and a one-way MANOVA revealed boys and girls endorsed equally the four regulatory categories and while they were not predictive of performance on the endurance run, boys significantly outperformed girls on the task. Results also revealed of a combination of both external and autonomous regulations. Despite indicators of an externally regulated environment, students provided evidence of autonomous regulation.