Purpose: The purpose of this study was to determine whether participation in a Taekwondo martial arts program resulted in improvement in classroom performance and playground behavior in male primary-school-aged students. A study was conducted to measure the success of using martial arts activities to address behavioral regulation and motor skill outcomes for typical boys in primary school grades. We hypothesized that after a mixed martial arts (MMA) program that including Taekwondo, 1 time per week for one school term (8 weeks), boys in typical primary grades 3 and 4 would show improved behavioral regulation and motor skills as measured by the PRPP Classroom Performance Rating Scale (CPRS) and a teacher-generated achievement scale. Methods: The participants were 45 boys in typical Grade 3 and Grade 4 with no formal diagnoses identified by the school. The study design was a non-equivalent group comparison design. Group selection was made by parent nominated participation in the program. Teachers blinded to students who did/did not receive program. The study was conducted at a Catholic school in Sydney’s North Shore. The school principal indicated need for a program to address the previously observed behavior of Grade 4 boys in particular. Data from students who initially nominated to participate in the program but did not participate for at least 6 weeks were eliminated. Group 1 was the No Martial Arts/Control Group (n = 15), and Group 2 was the Martial Arts Group (n = 30). Comparison of scores obtained by Control and Martial Arts groups on all measures at week one of the program indicated no significant difference with data normally distributed within the two groups. To obtain subsequent results, a paired t-test was carried out on Group 2’s pre- and post-group average scores to determine the magnitude of change between pre- and post-scores on the CPRS and Teacher Achieve ment Subscales. An independent sample t-test was carried out on change scores (difference between pre- and post-tests) to determine the difference between Control and Martial Arts group scores on CPRS and Achievement Scales. Results: Results demonstrated a statistically significant improvement in the students who participated in the 8-week program. Those results are as follows: CPRS scores (p < 0.001), Respect Achievement Scale (p<0.018), Self-discipline and Regulation Achievement Scale (p < 0.001); Motor Achievement Scale (p < 0.001). Differences in changes noted by teachers between control group and martial arts group revealed a significant difference between Group 1 and Group 2 in improvement in Classroom Behaviour Rating Scale scores, Self-discipline and Regulation Scale, and Motor Achievement Scale. No significant difference in improvements was noted for the Respect Achievement Scale. Conclusions: Boys in Grades 3 and 4 who participated in a MMA activity program based in Taekwondo over one school term were rated by their teachers as demonstrating greater improvement in classroom performance, self-discipline, and motor skills than those boys who did not participate. This initial research data resulted in a larger sample collection across male and female students from all primary education years. Results of this further study will be released in June 2017. Reasons for the improvement will be explored and discussed in the paper.