This study sought to investigate effects of a dance program on bilateral toe-standing balance and single-point static balance skills of a group of children with Down Syndrome. Thirteen experimental and 10 control group students between the ages of 3 and 13 years were assessed on toe-standing balance and single-point standing balance on the right and then the left lower extremities, with eyes open. It was hypothesized that a specially designed dance curriculum which integrated dance and traditional physical therapy facilitation techniques could benefit children with Down Syndrome because of the combined inherent cognitive and motor effects of the two modalities. A semiweekly dance and physical therapy program was conducted for 6 months, with each session including warm-up, ballet, and tap or tumbling activities. The program incorporated tactile guidance, voluntary control, rhythm, and repetition with vision and audition to enhance motor learning. A pretest-posttest procedure showed that balance scores were improved significantly in the experimental group compared to the control group. (JDD)