Providing the support that children need to build cognitive skills (i.e. working memory and processing speed) has come to the forefront for special educators today. This study investigated how fourth-grade students within an experimental classroom (N=14) and special education students within a small group setting (N=9) improved their working memory and processing speed through a self-designed board game. Board game activities were conducted for three months. Data were collected from 14 heterogeneously grouped students in an experimental classroom (N=22) and student within a small group setting in the special education classroom setting (N=9). The effects of working memory and processing speed interventions were administered through individual pre- and post- standardized measures. Descriptive statistics for post-test student assessments show no statistical significance in working memory and processing speed. The results of this study suggest that a short-term intervention to increase working memory and processing speed is not impactful. Longer interventions may prove to be more successful and should be examined.