The current research aims to examine the effect of drawing-based learning on kindergarten students motor development and how gender separation in the class impacts the students motor development. 14 kindergarten students in one of the kindergarten schools in Lhokseumawe, Aceh, Indonesia, participated in the current research. Quasi-experiment research with pre- and post-tests design was employed. The quantitative data was evaluated with non-parametric multivariate analysis, namely the Kruskall-Wallis test. Based on the result, the first intervention, where the male and female students were combined to do the drawing-based activities, had no significant impact on student motoric development (p = 164). However, when the male and female students were separated, there was a statistically significant difference; the p value between the pre-test and the second post-test was 0.00, and the p value between the first and second post-tests was 0.023. Indicating the significant impact of the students separation based on gender on the drawing-based learning activities.