Abstract: The current body of knowledge surrounding ecotherapy suggests that exposure to nature can serve many health and wellness benefits, including stress reduction, long term improvement of mental health, and improved focus. Though general research into the impacts ecotherapy has on American students had already been conducted, there was not yet any research into the potential effects of integrating it into high school classrooms through biophilic design. This paper investigates the effects of ecotherapy in classrooms on processing ability and stress of high school students. This experiment had a sample of 16 [Placeholder] High School students. These participants took two separate Brain Processing Speed Tests in the same room, once with the original decoration and a second time while plant stands were present. After each test, they then reported their experienced stress levels before taking the test, during the test, and after the test to see how their stress levels changed throughout. In sum, the researcher found that while there is a slight positive correlation between the presence of plants and score on the Brain Processing Speed Test, there was no observed pattern between the presence of plants and the changes in stress level experienced by participants. This experiment shows that ecotherapy and plants in classrooms could pose some potential benefit to high school students and serves as an early pilot experiment to further research into the topic.