Research supports the premise that various mathematical topics can be categorized as being performed better by the left or right brain hemisphere. This study examined the effect of left and right brain hemispheric lateralization exercises upon course grades in two sections of Analysis I (beginning calculus for mathematics/science majors) at a small liberal arts college for black women. In one section, 25 students were given two different types of logical-verbal left brain activities. In the other section, 30 students were given two different types of viseo-spatial right brain activities. Torrance's "Style of Learning and Thinking" was used to assess students' lateralization preferences. There was no significant difference in course grade means between the two treatment groups. However, left dominant subjects in the left brain treatment group scored higher on course grade than left dominant subjects in the right brain treatment group. Also, right dominant subjects in the right brain treatment scored higher than right dominant subjects in the left brain treatment group. Laterality differences in course grades, Scholastic Aptitude Test (SAT) scores, high school grade point average (GPA), and college GPA were also examined. Included are 27 references and examples of right brain and left brain activities. (DC)