It is known that there are many health risks associated with prolonged sedentary time, but breaking up periods of sitting can reduce these risks (Healy, 2008). University students experience excessive sedentary time during class. Hence, the purpose of this study was to determine the effect of sitting, dynamic sitting, and standing desks on classroom performance of university students. Based on a randomization sequence, 40 participants (N = 20, females, M age = 20.9) performed three classroom simulations using a classic, dynamic sitting, and standing desk. Each simulation included a typing and memory task. Participants were asked to type the paragraph displayed as fast and as accurate as possible while paying attention to a video. Following the video participants answered multiple-choice questions to assess memory. Results showed no significant differences in speed-accuracy or memory (all p values > .05, ?2 effect size range 0.001-0.027) between sitting, dynamic sitting, and standing desks.