Recent evidence suggests regular physical activity can positively influence academic performance. Although, little has been published on physical activity's impact on academic performance of students with intellectual disabilities, research shows the impact on brain and cognitive function of movement and physical activity. In this study, seven primary grade students and six intermediate elementary grade students with intellectual disabilities engaged in a daily structured physical activity lesson (in addition to physical education offered twice within a six-day cycle) directed by their own life skills (special education) classroom teacher prior to academic work. The participants completed language arts and mathematical seat work for 20-minute sessions each day, starting the first four days of the project without the additional structured physical activity. A 16-day period commenced on the 5th day during which the participants were engaged in aerobic exercise guided by a commercial DVD and supervised by the classroom teacher. A withdrawal phase and follow-up phase were both completed as well. Trend analysis graphs displayed academic results that showed most of the intermediate students consistently improved academic work following the physical activity while the inconsistent performance was seen in more of the primary aged students. Teachers in both classrooms commented that their students appeared to be focused more on classwork following the physical activity sessions. (Contains 4 figures.)