The purpose of this quasi-experimental quantitative study was to explore how the implementation of physical movement brain breaks impacts engagement and academic achievement for middle school students. This study is grounded in brain-based learning theory which explains how we can use brain science to inform instructional decisions in the classroom. Participants in this study included two teachers and 105 students from a rural town in the eastern United States. Systematic observations and academic grade data provided by the teachers were used as data points. All data were quantitative and utilized SPSS for analysis. The results of this study showed that students' level of engagement was higher when receiving brain breaks. No significant findings were found regarding academic achievement. The results of this study can help inform the instructional decisions for teachers in the classroom. [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.]