Research shows that childhood developmental domains overlap and impact each other such that a delay in motor skills negatively influences a child's cognition, social interaction, and communication.1 This case study examined the views of the founder of the Wichita State University's GoBabyGo program on the effect providing powered mobility, in the form of a modified ride-on toy car, had on children with disabilities' communication and social interaction. A semi-structured zoom interview was conducted with Beth Watkins, speech-language pathologist, founder, and current board member of Wichita State University's GoBabyGo chapter. GoBabyGo modifies ride-on toy cars for children age 0-5 with disabilities to meet their specific needs and provide independent powered mobility. Beth works in a local early intervention program and has 25 years of clinical experience and 116 GoBabyGo builds to date. The interview detailed the qualitative effects on development seen in the children she serves before and after receiving a ride on toy car from GoBabyGo. The interview was transcribed and analyzed for themes. The major themes found were 1) the car as a motivator for increased exploration of the child's environment, 2) the car as a means to practice repetitive motor patterns needed for communication and motor development, and 3) the car as a means to expand social interactions and gain positively reinforced reactions. In conclusion, this study contributes to the existing literature and suggests early powered mobility should be considered as a potential intervention for children who would benefit from independent movement experiences to enhance their interaction with the environment and improve their social and language development. 1. Houwen S, Visser L, van der Putten A, Vlaskamp C. The interrelationships between motor, cognitive, and language development in children with and without intellectual and developmental disabilities. . 2016;53-54:19-31. doi:10.1016/j.ridd.2016.01.012