This study investigated the effects of rhythmic movements on students' behaviors, emotions, and academic growth. The study concentrated on a fourth grade class from a Title 1 building, where the majority of students came from poverty, and were scoring below grade level in reading and mathematics. A series of ball exercises were implemented in the classroom for 15-20 minutes daily for nine weeks. The behavior, emotions and academic growth of the students were monitored and recorded. Academically, reading scores significantly increased as compared with the control group. Results also showed a decrease in negative behaviors from 35 interruptions per hour to 5 and an increase in student engagement by 15%. Throughout this study, students also claimed to feel less stressed and have fewer worries while at school.