We compared participation in out-of-school activities between children with intellectual disability and children with typical development using the Children's Assessment of Participation and Enjoyment and Preferences for Activities of Children questionnaires. Thirty-eight pairs of children were matched for age (mean age 12.3 plus or minus 2.7 years), sex (17 female, 21 male), location (32 metropolitan, 6 regional) and socioeconomic background (mean SEIFA score 1021 plus or minus 70 and 1024 plus or minus 66). When compared to their typically developing peers, children with intellectual disability participated in fewer "Active-Physical" and "Skill-Based" activities and in more "Recreational" activities. Children with intellectual disability participated less frequently in "Skilled-Based" activities, had a higher preference for "Recreational" and "Self-Improvement" activities, enjoyed "Self-Improvement" activities more, and participated in a higher proportion of "Social" activities at home and in a lower proportion of "Recreational," "Active-Physical," "Skill-Based," and "Self-Improvement" activities alone. These differences may be due to reduced physical, cognitive and social skills in children with intellectual disability, or a lack of supportive environments. (Contains 1 figure and 3 tables.)