Presented is a discussion of the use of motor activity learning which may be used to foster the development of science concepts by mentally handicapped children. For the purposes of his presentation, the author uses "mentally handicapped" to designate those children who fit into any of the categories of those who are mentally retarded, have learning disabilities, or are handicapped by factors other than intellectual subnormality and thus fail to keep pace with their peers in academic achievement. Motor activity refers to things that children do actively in a pleasurable situation in order to learn. The author suggests that science experiences, particularly those of the physical sciences, can be presented through physical education activities and provides eight concepts to illustrate this point. Drawing on available research data, the author presents four generalizations which he feels support using motor activity learning to develop science concepts. (PEB)