Purpose/Hypothesis: School-aged children receiving physical therapy services to improve balance and functional mobility often appear to show degradation of performance in situations that include a secondary task. Current research does not yet provide evidence as to the effects of training children for upright functional postural control under dual-task conditions. The purpose of this study was to examine the effects of imposing concurrent cognitive tasks during an upright postural control training program on functional balance and mobility as measured by changes on the Pediatric Balance Scale (PBS) and pediatric Standardized Walking Obstacle Course (SWOC) in children receiving school-based physical therapy services. Number of Subjects: Three male subjects between 5 and 8 years old participated in this study. All subjects were currently receiving school-based physical therapy services 2×/week for 30-minute sessions, presenting with minimal impairment of gross motor function. Materials/Methods: A single-subject A-B-C design with direct replication included a baseline phase (A) where the independent variable was not provided, followed by an upright postural control intervention phase (B) for 14 consecutive sessions, and lastly a dual-task upright postural control intervention phase (C) for 14 consecutive sessions. Phase B intervention included activities to address timing and coordination, postural strength, trunk rotation, static and dynamic balance, and obstacle negotiation. Three concurrent cognitive tasks, visual identification, auditory identification, and memorization of a three-number sequence, were imposed on the upright postural control training program to create dual-task intervention in Phase C. Intervention was completed the initial portion of physical therapy sessions, lasting approximately 20 minutes. Data were analyzed using Friedman's two-way analysis of variance by ranks, and the Nemenyi post-hoc testing procedure. Results: Marginal significance was found on the PBS (Chi Square r = 5.636, DF = 2, P = 0.0597), with strong trends toward improved values after the training program was completed with concurrent cognitive tasks. A significant difference was found in step counts on the SWOC under a condition of carrying a tray (Chi Square r = 6.000, DF = 2, P = 0.0498). No other significant differences were found on the SWOC. Conclusions: This study preliminarily supports the use of dual-task training to promote automaticity of balance skills in children presenting with minimal gross motor functional limitations relating to upright activities, and suggests that postural control training for functional mobility under dual-task conditions promotes improved dual-task functional mobility performance in a school-aged population. Clinical Relevance: School-based physical therapists need to consider dual-task performance to conduct examinations and plan intervention. Task-specific practice was integral to findings, and may have considerable impact on effectiveness of clinical interventions.