In the last decade, the study of executive functions has reached growing interest among researchers, especially because of its association with academic performance and school success. It is broadly accepted that the stimulation of executive functions during early childhood may predict and promote school success, mainly because of its impact on personal and academic skills. Therefore, early stimulation becomes critical to establish the optimal functionality of cognitive abilities, such as executive functions, for which the school context results appropriate. The development of executive functions has been associated with the maturation of prefrontal brain structures, and its early stimulation becomes especially relevant because it may both foster or constrain the children's individual capacities to learn and prosper along their lifetimes. Therefore, a better understanding of the executive function's development is critical for both monitoring and stimulating them, especially when the development of any of its dimensions shows some delay or maladjustment. The stimulation of children's executive performance may be well achieved through the implementation of intervention techniques, such as mindfulness, relaxation, strategical thinking, and psychomotor stimulation, among others. Accordingly, the present paper aims at studying the effect of an executive functions' stimulation program (EFSP) on both executive and academic performance. The EFSP stimulated three different brain pathways associated with prefrontal regions. The stimulated brain pathways were a) The fronto-striatal (i.e., cognitive circuit), b) The fronto-limbic (i.e., emotional), and c) The fronto-cerebellar (i.e., psychomotor circuit). The fronto-striatal pathway is involved in the ability to inhibit behaviors, and to attend when distractors appear, to favor the adequate use of the working memory and to allow the organization of plans and goals. The fronto-limbic pathway underlies the emotional and motivational aspects of behavior, modulation the control of aggressive impulses. The fronto-cerebellar pathway provides the neural circuits which are necessary for the normal functioning of motor responses and time distribution, favoring the organization of behavior and the learning of habits. In our study, the intervention was conducted by a special education teacher, who was accompanied by the schoolteacher. The sample included forty-three first grade elementary school students of Valparaiso, Chile; aged between six and seven years old. A mixed factorial research design study was implemented, with a between-subjects factor defined by a two-level group variable (i.e., experimental vs. control) and a within-subject factor defined by a two-measures variable. Interactions between both factors were hypothesized and analyzed. Our results showed significant effects of the EFSP on the student's executive performance. Particularly, the experimental group showed better executive performance in comparison to their peers of the control group. Effect size measures were large according Cohen's (1988) criteria (i.e., partial eta squared; h2p). Such effects were not observed on academic performance, which could be explained by contextual factors related to the precarious conditions of the educational institution. An interesting result is the significant effect of the EFSP on the Inhibitory Control compound of the executive functions, which effect size can be also considered to be large. This finding may have an interesting impact on the implementation of programs intended to reinforce student's behavioral skills, such as impulse control, social adjustment and self-regulation, among others. General findings reveal the importance of early stimulation of executive functions, and its benefits in educational contexts. Furthermore, the before mentioned findings suggest the potential contribution of EFSP programs on everyday school practice. The ecological validity of this study allows an extrapolation of our results to school settings and constitutes an interesting alternative to traditional laboratory experiments for future studies. Finally, these results may constitute an interesting ground to reinforce the implementation of EFSPs in school contexts, because of the observed benefits on executive performance.