The purpose of this qualitative practitioner research study was to describe middle school algebra students' experiences of learning linear functions through kinesthetic movement. Participants were comprised of 8th grade algebra students. Practitioner research was used because I wanted to improve my teaching so students will have more success in learning mathematics. Since this research focused on the mental constructions made by students as they attempted to make sense of mathematics kinesthetically, it is grounded in the philosophical tenants of constructivism (Piaget & Vygotsky), math representation theory, and kinesthetic movement. This study utilized multiple data sources which included pre-and post-teacher-made assessments with state standardized problems, audio and video transcriptions of class, small group activities, individual discussions, learning style inventory, and attitude survey on kinesthetic learning. Data was collected and analyzed through triangulation. The results of this study have important curricular implications for math educators to understand how students can learn through kinesthetic movements. Educators can support their students learning by incorporating movement into their classrooms. Recommendations for future research based on unanticipated findings are suggested. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]