This action research project explored the effects of allowing students to choose their type of seating in the classroom as a possible way to increase attention in the classroom. Three fifth-grade Science/Social Studies classrooms were studied. Participants had an assigned desk but were able to choose the type of seat to use at their desk each day. Data were collected on the following: on-task, participation, academic achievement, the number of teacher redirection, and student opinion of the subject matter. Results of this study revealed a decrease in the number of teacher redirections and an increase in academic achievement. Increases in on-task behaviors and participation were also indicated. No change was noticed in student opinion of the subject matter.