This study was designed to measure the effects of using sensory stimulation on kindergarten students' ability to pay attention during direct instruction. The participants were 26 five and six year old students in an elementary school located in middle class neighborhood. During this intervention 7 students having difficulty staying on task were given sensory balls, also known as fidgets, in attempt to provide an outlet for energy that was formerly causing distractions to the individual and others. The measures used included; recording the amount of times the teacher had to redirect student and/or class attention, recording the amount of time it took to complete instruction, and oral student surveys. Results were mixed; the introduction of the fidgets initially caused a new distraction as they were viewed as a novelty. However, once the fidgets were viewed as a normal part of the daily routine students began to use and manipulate them in their hands without much notice and their attention had to be redirected less often.