This action research project studied the impact kinesthetic motions and visuals had on sight word recognition in kindergarten students. Over the course of seven weeks, 28 students from two kindergarten classrooms were given sight word instruction. The experimental group included kinesthetic motions and visuals through the use of Snap Word cards with their sight word instruction. The control group received sight word instruction by presenting the sight word without added kinesthetic motions or visuals. The experimental group included 15 students and the control group consisted of 13 students. Students from both the control and experimental groups were given identical pre and post sight word recognition assessments to determine their proficiency growth. It was found that the experimental group using kinesthetic motions and visuals to teach sight word recognition reached significantly better results compared to the control group that received sight word instruction without motions or visuals.