This study explored whether an intervention involving Brain Gym exercises designed to increase academic achievement in the areas of math and reading/language arts would be successful. Three groups were used in the study: an initial treatment group, a delayed treatment group, and a control group. Each of the three groups was comprised of 20 fifth-grade students. Students' ThinkLink global proficiency scores in math and reading/language arts were used as the measure of academic achievement. It was hypothesized that students in the initial and delayed treatment groups would demonstrate higher math and reading/language arts academic achievement as compared to students in the control group. These hypotheses were not supported. There were no significant differences in math or reading/language arts academic achievement among the three groups. This study further explored whether students in the initial treatment group would continue to engage in Brain Gym exercises once the researcher was no longer directly monitoring their participation. It was hypothesized that students in this group would self-initiate Brain Gym exercises at least 75% of the time. This hypothesis was supported. However, there was a significant difference between the percentage of students' self-initiation of Brain Gym exercises in their morning and afternoon classes. Potential reasons underlying these differential rates of self-initiation are explored. One conclusion that can be drawn from this study is that Brain Gym exercises are ineffective in increasing the math or reading/language arts academic achievement of fifth-grade students. However, the results of this study are in contrast with available research involving Brain Gym exercises and academic achievement. Further research is needed to determine whether Brain Gym exercises are more effective with students who have some form of learning challenge or disability and less effective with students who are academically average or above average in ability. Additional issues that may have impacted the results of this study are explored and recommendations for further research are presented. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]