The purpose of this study was to investigate the effects of anchored instruction on the attention of children with low achievement. The participants of the study were three fourth-grade children with low achievement. This study employed an ABA design adapted from the AB design of the single subject research. The independent variables was anchored instructions and the dependent variable was attention time. The participants of the study received anchored instruction implemented in 17, forty-minute class hours over 5-week periods. Anchored instruction was implemented in five phases: (a) setting the stage, (b) watching the anchor, (c) identifying the problem, (d) solving the problem, and (e) presentation and discussion. The result of the study was that during the anchored instruction children with low achievement devoted their attention to the class activities. This result indicated that the anchored instruction employed in this study was an effective teaching-learning method to fostering attention of children with low achievement. Key words : anchored instruction, attention, children with low achievement