This pilot study investigated the effects of allowing sixth-grade students in a rural south Georgia school to use stress balls during direct instruction and independent practice. Data from learning style inventories, surveys, journals, teacher observations, and formal assessments were collected for 29 sixth-grade students in a language arts class. Students were videotaped and observed for three weeks before the intervention and for seven weeks when they used the stress balls. The frequency of distraction incidents decreased during both direct instruction and independent practice when students used stress balls. Kinesthetic learners used the stress balls more consistently and their attention spans increased more when compared to other learners. Student achievement on writing paragraphs improved. Based on journal entries, all types of learners thought that their attitude, attention, writing abilities, and peer interaction improved due to stress ball use. (Contains 5 tables and 1 figure.)