The purpose of this research is to explore the possible benefits of interactive physical and cognitive exercise (iPACES) on attention and working memory in college students with ADHD (Attention Deficit Hyperactivity Disorder). ADHD is a neurodevelopmental disorder that causes difficulties with attention and focus, hyperactivity, and impulse control, resulting in setbacks in numerous domains of life. The results of a study by Weyandt et al. (2017) found that students diagnosed with ADHD encounter challenges in organization, planning, sustaining attention, and controlling impulsivity, supporting the previous findings that working memory and attention are the cognitive domains most negatively affected in ADHD. A study conducted by Anderson-Hanley et al. (2018) revealed that pedal-n-play with iPACES led to improvements in executive functioning in older adults with mild cognitive impairment, and a pilot of iPACES with a youth with ADHD was promising (Pachla, 2023). The present study seeks to investigate whether the positive findings observed in this previous research can be replicated in a sample of college students with ADHD. The research question this study explores is if simultaneous mental and physical exercise can alleviate some ADHD symptoms in college students. It is hypothesized that the attentional symptoms and working memory deficits of college aged students with ADHD experience will be reduced to some degree after intervention. Thirty-three college students (17 with reported ADHD) participated in this single bout protocol. Participants were asked to pedal for 20' along a virtual bikepath and steer to indicate recall of locations. A battery of neuropsychological assessments (including digit span, trails, and Stroop tasks) were completed before and after, along with questionnaires. The difference between the participant’s pre and post assessments were used to evaluate the cognitive and behavioral impacts of iPACES on the attention and working memory cognitive domains. Preliminary analyses were conducted (t-tests) using the entire sample and revealed significant differences for color trails, color and word trials of paper and digital Stroop tasks, suggesting some improvement from pre to post bout. Remaining results are pending additional analyses (e.g., repeated measures ANOVA) and will be presented. The findings of this study can be used to generate further research on using interactive mental and physical exercise as an alternative to or in correspondence with medication as treatment for ADHD.