After discussing the positive effects of exercise on student learning with EMCC's fitness and wellness director, Lyle Bartlett, I employed a rigorous walking schedule for a minimum of 15 minutes at the beginning of class in one of my statistics courses while another section served as the control group where no class exercise took place. Less than 15% of students in both groups self-reported exercising more than two times per week making groups comparable. I used an independent samples t-test to compare mean quiz scores from the treatment (e.g., those who walked) and control groups. The treatment group had significantly higher quiz scores (M=76.62, SD=11.66) compared to the control group (M=70.24, SD=11.64), t(44)=1.84, p<.05, one-tailed, d=.55. Further, treatment students reported feeling more energized than those in the control group and the time spent walking allowed for students to strengthen class connections. Treatment students also reported the ability to engage with the material in a setting outside of the classroom with me as the instructor as an added benefit. I will be incorporating an exercise regimen in future classes as time permits and sharing study results.