In the present research, we evaluated the restorative impacts of green walls with living plants in classrooms of two elementary schools using a controlled, prospective design with baseline measurements and follow-ups at 2 and 4 months. At each time of measurement, children’s (n = 170, age = 7-10) cognitive performance, well-being, and classroom evaluations were measured with attentional tests and self-report questionnaires. Results show that children in the four classrooms where a green wall was placed, as compared with children in control groups, scored better on a test for selective attention; processing speed was not affected by the green wall. The green wall also positively influenced children’s classroom evaluations. There were no measurable effects of the green wall on children’s self-reported well-being. The green walls were generally evaluated positively during the two follow-ups. These results provide some of the first empirical support for green walls as a means for restorative classroom design.