Students with physical disabilities often have limited gross motor skills, reducing participation in physical education and daily activities. Differential Motor Learning (DML), emphasizing movement variability and self-organization, may enhance motor learning more effectively than repetitive practice. This study evaluated the effects of a school-based DML intervention on gross motor skill performance in these students. A quasi-experimental pretest-posttest control-group design was employed. Sixty students aged 10–16 years were randomly allocated to either a DML group (n=30) or a Conventional Practice group (n=30). Both groups completed an eight-week intervention consisting of three 45-minute sessions per week. Gross motor skills were assessed before and after the intervention using the Test of Gross Motor Development–Third Edition (TGMD-3). Data were analyzed using repeated-measures ANOVA. Both groups improved significantly following the intervention; however, improvements were greater in the DML group. Significant group × time interaction effects were found for locomotor skills (F=47.81, p<.001), ball skills (F=42.73, p<.001), and total TGMD-3 score (F=58.94, p<.001). Total TGMD-3 scores increased by 29.5% in the DML group compared with 10.5% in the Conventional Practice group. DML appears more effective for enhancing gross motor skills and may improve participation in physical activity.