Foldables™ are interactive graphic organizers which encourage student ownership of study material, provide a kinesthetic component to teaching strategies, and promote long-term retention of academic lessons. This study examined the use of Foldables™ to promote the reading and retention of social studies information with third grade students and to enhance their attitude toward social studies. During the winter of 2007, two randomly selected third grade classrooms (N = 56) served as treatment and control groups. The treatment group was taught (for two weeks) a social studies unit on history timelines using Foldables™ as presented by Dinah Might Adventures (2007), while the control group was taught using lecture and worksheets. For a second two week unit on maps, a reversal occurred wherein the experimental treatment group from the first two weeks became the control group and the control group from the first two weeks became the experimental group. Both control and treatment groups were given pre-tests and post-tests on cognitive and affective aspects of social studies. For analyses, all treatment groups' results were combined as were the results for the control groups. Pretest scores, changes from pretest to posttest, and net gain scores were compared for the treatment and control groups in both domains (cognitive and affective). Test results indicated that the group taught with Foldables™ had a significant increase in affective scores from pretest to posttest, while the control group did not. The net gain score, however, was not significantly different (p = 0.056). In the cognitive domain both groups had significant increases from pretest to posttest, with no significant difference in net gain scores. These findings suggest that Foldables™ may have a more positive influence than lecture/worksheet in the affective domain while working as well in the cognitive domain. Further research on the effectiveness of Foldables™ in other discipline areas and with other age groups is recommended.