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Impaired attention is a burden for many students in educational settings. This study examined effects of target shooting practice in weekly sessions for 7 months in 12 students with attention problems. The design included objective tests giving quantitative pre- and post-data, as well as qualitative data from individual post interviews. Intervention students increased their ability to: register and immediately recall information; screen out distracting stimuli; and maintain attention on tasks. Qualitative findings supported the test results. Mixed factorial ANOVA tests showed no statistically significant improvements in 10 control students. Discussions are guided by the Mirsky model of attention and highlight neurofeedback and individual support. The findings suggest that the sequential order in target shooting may fit students with poor attention.