National studies indicate that the increasing rate of childhood obesity is a major public health problem and that prevalence rates of obesity among youth have more than tripled in the last three decades (Levi, Vinter, Laurent, & Segal, 2008; Ogden, Carroll, Curtin, Lamb, & Flegal, 2010). Reports indicate that 34.2% of adolescents and 39.5% of African American adolescents are overweight or obese (Ogden et al., 2010). In addition, recent estimates indicate that 50–92% of youth do not meet the national guidelines for engaging in regular physical activity (PA) and PA declines by 50% between the elementary and middle school years (Nader et al., 2008; Troiano et al., 2008; U.S. Department of Health and Human Services, 2008). High levels of obesity have been found to be especially problematic among minority and low-income youth who have less access to safe PA opportunities, and who have lessfamily support for participating in PA (Molnar, Gortmaker, Bull, & Buka, 2004; Pettit, Laird, Bates, & Dodge, 1997). Few studies have examined the effects of school-based interventions on increasing PA in underserved adolescent populations such as low income, ethnic minorities (Bayne-Smith, Fardy, Magel, Schmitz, & Agin, 2004; Coleman, Tiller, Sanchez, et al., 2005; McKenzie et al., 2004; Robinson et al., 2003; Story et al., 2003). In general school-based interventions have had little or only modest effects on increasing PA and have resulted in little to no change in PA outside of school settings (Baranowski, Anderson, & Carmark, 1998; Gortmaker et al., 1999; Kelder, Perry, & Klepp, 1989; Killen et al., 1988; Saunders et al., 2006; van Sluijs, McMinn, & Griffin, 2007). Where comprehensive school-based interventions have typically included common behavior modification components including self-monitoring of PA, goal setting, and behavioral skills training, little attention has been given to involving youth in developing program ideas and PA choices that may enhance more intrinsic motivation, and thus, increase the likelihood of continued engagement in PA. Previous studies have provided evidence for the importance of choice and self-initiated behavior change on increasing intrinsic motivation for engaging in PA (Ferrer-Caja & Weiss, 2000; Thompson & Wankel, 1980; Wilson et al., 2005), but large scale randomized trials have not tested motivational and behavioral skills interventions specifically in low-income, ethnic minority adolescents (Wilson, 2009; Wilson et al., 2002; Wilson et al., 2005). The ACT intervention integrated principles from Self-Determination Theory (Deci, Koestner, & Ryan, 1999; Ryan & Deci, 2000) and Social Cognitive Theory (Bandura, 1989, 2004). Self-Determination Theory (SDT) proposes that behavior changes that are motivated by intrinsic factors such as novel, enjoyable, self-driven, and satisfying experiences will be sustained over time. In the ACT intervention elements from SDT targeted the social environmental during the after-school program for enhancing autonomy (choice), fun, belongingness (engagement), and competence (challenges emphasizing non- competitive play) for PA (Wilson et al., 2006; Wilson et al., 2009). SCT theory assumes that individual-cognitive factors, environmental events, and behavior are interacting and reciprocal determinants of each other. Thus, both cognitive and social factors were integrated into the development of a behavioral skills component of the ACT intervention for increasing PA. The ACT intervention specifically targeted development of behavioral skills (communication, reciprocity of social support, group goal setting, and behavioral competence) for increasing PA outside of program days. In addition, the ACT after-school program social environment (autonomy, choice, participation, belongingness, fun, enjoyment, support) was designed to have a positive impact on cognitive mediators (self-confidence, perceived competence) and motivational orientation (intrinsic motivation, commitment, positive self-concept) to promote longterm PA behavior (Wilson et al., 2009, 2006, 2008). The primary aim of this study was to determine the efficacy of the motivational and behavioral skills ACT intervention (vs. a control program– general health education) on increasing PA at 2-weeks postintervention (primary outcome) and at midintervention (intermediate outcome) in underserved adolescents.