This study continues a line of empirical work examining the extent to which incorporating movement into learning conditions enhances performance for African American students. To date, few studies have examined different types of movement opportunity. As such, five qualitatively different movement conditions were tested in an urban sample of 100 third grade African American students. Findings indicate that not all types of movement enhance story recall and only movement-expressive conditions yield better performance than contexts without movement. Results and movement are discussed in terms of developing culturally-relevant pedagogy for African American students. (Contains 1 table.)