This dissertation examined the relationship that additional recess has on office discipline referrals. The relationship between additional recess time and student attendance was also examined in the study. Many research projects have been completed during the No Child Left Behind era where recess was reduced in many schools to allow for more instructional minutes in classroom curriculum. This study examined a reverse trend that has started gaining ground with schools adding additional recess back into schedules. Two south central Missouri schools were utilized for the data. The pre- experimental design study examined office discipline referrals and attendance data of second grade students having 30 minutes of recess daily. Next the data was collected while the same students moved in to 3rd grade and were provided an additional 15 minutes of recess bringing their daily total to 45 minutes. A quantitative study was conducted seeking to determine if a correlation existed between additional recess, and office discipline referrals, and student attendance. Of the three research questions posed all correlations did not prove to be significantly significant. Through the addition of 15 minutes of recess per day classroom disturbances occurred less frequently in both of the selected schools. Reported bullying occurrences were also reduced once the additional recess was added. Attendance percentages for the grade level of students went down in year two compared to year one. This research added to related studies helps to form the body of information that recess is crucial for the development of the whole child. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]