Executive functions are a collection of cognitive abilities, such as inhibition and working memory, that contribute to a child’s academic and behavioral development (Diamond, 2014; Blair, 2016). The purpose of this study was to examine whether or not short-term music and visual art training benefit executive functions. Music has been shown to enhance executive functions in young children (Bugos & DeMarie, 2017); however, previous studies have examined the effects of such training in younger children. This research extends our understanding of whether music and visual art training can impact executive functions in older children (8-12 years).Research suggests that music and visual art training place higher demands upon cognition due to the integration of coordination, reading, listening, and sustained attention which are implicated in executive functions of working memory and inhibition (Rodriguez-Gomez & Talero-Gutierrez, 2022). In the current study, we chose to use the Comprehensive Executive Function Inventory (CEFI; Nagliari, 2017) to evaluate executive functions. Sixty-three children 8-12 years (23 male, 40 female) were randomly assigned to a nine-day intense (3 hours per day, 27 hours) piano camp, visual art camp, or waitlist control group. Executive functions were measured before and after a visual art or piano training program. During both testing sessions, parents completed the Comprehensive Executive Function Inventory (CEFI). The CEFI is a behavioral rating scale for children ages 5 through 18. The CEFI allocates child’s executive function skills within nine domains: attention, emotion regulation, flexibility, inhibitory control, initiation, organization, planning, self-monitoring, and working memory (Nagliari & Goldstein, 2017). The consistency of the CEFI has been strongly demonstrated across various age groups and respondent types. For parental responses on 5- to 11-year-olds, the Cronbach’s alpha reliability coefficient is shown to be strong, ranging from 0.84 to 0.92 (Fenwich & McCrimmon, 2015). Results of a Repeated measures ANOVA showed significant increases for attention, F(2,41)= 4.04, p=.025, emotion regulation, F(2, 41)=4.51, p=.017, and self-monitoring, F(2, 41)= 3.95, p=.027 between groups. The pattern of results suggests that music and visual art training contributed to these areas as compared to no treatment controls. The largest increases were observed in attention and emotion regulation for those in the music group. Fostering attention, self-monitoring, and emotion regulation through music and art programs that actively engage children (8-12 years) will enhance overall executive functions.