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 were from poverty and scoring below grade level in reading and mathematics. A series of 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. Results showed a decrease in negative behavior from 35 interruptions per hour to 5 and an increase in student engagement by 15%. Results also showed less stress and worries among the students. Academically, reading scores significantly increased as compared with the control group.