When children talk, they gesture. Even from the earliest stages of language learning, children use their hands when they talk. Previous research has shown that gesture can convey substantive information that is related, but not always identical, to the information conveyed in speech. Gesture can therefore offer insight into a speaker’s unspoken thoughts. But gesture can do more than reflect thought––it can also play a role in changing thought and, as a result, contribute to the learning process itself. The purpose of the proposed research is to explore the mechanism underlying this effect; specifically, to explore whether gesture’s impact on learning stems, at least in part, from its grounding in action and, if so, whether educators can capitalize on gesture’s closeness to action to promote learning.