The aim of this paper is to discuss executive functions and playing games, considering Piaget's work (1967) and the neuropsychological framework (Barkley, 1997, 2000; Cypel, 2007). Two questions guide the discussion: What are the intersections between playing games and the development of executive functions? Can we stimulate children with learning disabilities to build up skills related to executive functioning in a context of games and problem-solving situations? For the last 22 years, researchers from the Institute of Psychology, University of Sao Paulo have been studying children and proposing situations, in which they play games with rules, solve problems, and interact with others (Macedo, Petty & Passos, 1997, 2000, 2005; Souza, Petty, Carvalho, Passos, & Carracedo, 2002). Groups of children from 7 to 11 years old are supervised by professionals who challenge them to develop reasoning and autonomy, which also contribute to develop executive functions. The main point of the project is not to become a good player, but build up skills to surpass difficulties, such as attention, organization, and planning. Participants who were engaged, and did not have serious neurological damages in brain functioning, really became students with better resources to deal with school challenges and they developed more adequate attitudes.