This disquisition examined the effects of sit-stand desks in a college classroom over the course of a semester and was split into two studies. Paper 1 determined the pattern of sit-stand desk usage over the course of a semester, the relationship to movement outside of class, and likeability of the sit-stand desks. Paper 2 determined the effect of using adjustable-height (sit-stand) desks in a college class on attention (AT), stress (ST), musculoskeletal discomfort (MD), anxiety (AN), and academic performance. Participants (total n=18; control=6) were recruited from two sections of the same course at a public university in Minnesota. Individual daily standing time for the intervention group ranged from 0-100% of daily attendance time and the daily group average ranged from 2.1-38.4%. Weekly standing was lower (p<.05) in week 8 than week 5, 9, 11, 13, and 15. There was no difference in standing percentage between Wednesdays and Fridays. A third of all standing bouts were less than 0.3 min and two-thirds were less than 2 min in length. Perception Questionnaire answers were positive for using the desk and their effect on ability to work in class. The amount of daily moderate-to-vigorous physical activity (MVPA) did not differ between groups or between time points (week 7 vs. 14). All participants completed visual analogue scales (VAS) to measure AT, ST, MD, and AN from week 3-15, and took exams at week 4, 6, 8, 10, 12, 14, and 15. The main findings indicated lower MD scores for the intervention group, higher week 6 than week 11 scores for AN and ST, and more variability in AT and ST scores. Exam scores were not different between groups. There was no difference in direct observation of attention (OAT) between groups (total n=15; control=6) at week 9, 12, or 13. The results indicate the sit-stand desks were utilized at low levels, and for short durations, for most participants, but perceptions of desk use remained positive. In addition, sit-stand desks were associated with lower MD scores and weekly fluctuations in AT, ST, and AN. Future interventions should attempt to minimize the variability in desk use.