Prior research has shown that visual features of the classroom environment (e.g., charts, posters) can be potential sources of distraction hindering children’s ability to attend to the content of a lesson. However, it is possible that over time children may habituate to their classroom environment. To address this possibility we investigated whether more prolonged exposure in a high visual distraction learning environment would result in habituation. We presented 23 kindergartners with 10 science lessons over 2-weeks. A habituation effect was observed as evidenced by a significant decrease in the proportion of time children attended to the environment between week 1 and week 2 (p=0.001). However, the proportion of time children attended to the environment at week 2 remained significantly above baseline levels (p<0.0001). Thus over time children began to habituate to the classroom environment; however, the environment remained a significant source of distraction for young children.