Prolonged sitting time is a risk factor for adverse health outcomes and also has been associated with negative impacts on worker productivity. As an increasingly common instance of sedentary behavior, prolonged sitting time is related to premature mortality, chronic disease, metabolic syndrome, and obesity. Programs and products have emerged that are designed to assist individuals in breaking up extended periods of sitting time. Most of these interventions have occurred in workplace settings, where workers often spend more than half of their days sitting. This emerging body of research has shown positive effects, including physical as well as emotional health, such as mood states. Furthermore, the introduction of sit-stand and movement breaks also appears to impact worker performance and productivity positively. Given that the introduction of sit-stand devices at the workplace made employees feel better and be more productive, it would make sense to translate such findings to other settings. Might we want to consider alternative contexts where improved mood and attention to task could really make an important difference in health and other nonhealth outcomes? For example, what if such lessons learned were applied to the classroom settings where students with special needs are taught technical skills to help them contribute meaningfully to society?