The current study presents a 32-week intervention for kindergarten children from low socio-economic backgrounds. The main contribution of this study resides in the interdisciplinary development of the intervention, made in close collaboration between educational researchers, and researchers in cognitive neuroscience and developmental psychology. The intervention was implemented by teachers through class activities, to promote executive functions and academic achievement. These activities were articulated into the current kindergarten curriculum and, at the same time, built upon concepts and methodologies of developmental psychology and cognitive neuroscience for executive functions training. Results showed: (1) non-significant differences between groups in cognitive performance from pre- to post-training assessment, and (2) significant differences in academic achievement for Language, Mathematics, Autonomy, and Contact with peers in first grade. Our study sets a precedent for future interdisciplinary work bridging the gap between developmental psychology and education, which we believe will prove key to improving academic success.