This study investigated the effects of a standing desk on academically engaged time during instruction. The study was conducted with two male students with a diagnosis of Attention Deficit Hyperactivity Disorder. The first participant was in first grade and the second was in eighth grade. The target behaviors for these participants were on-task engagement with academic content during instructional periods in the classroom. The intervention took place in the students’ general education classrooms by introducing a standing desk into the classroom. A traditional ABAB reversal intervention design was used for the first grader, while the eighth grade participant had an alternating treatments design. The results of the study show the standing desk had a mild effect for the first grade student while it had a more positive effect on the eight grade student. Social Validity indicates that the intervention was well received by teachers but slightly less by students