Physical activity based Yoga-practices along with Training Activities for learning problems has been identified as a promising intervention to improve Attention Deficit Hyperactivity Disorder (ADHD) with Learning Difficulties (LD). Objective: The purpose of this study is aimed to examine the efficacy of a newly developed Yoga-based Intervention with Multiple Training Activities for children with ADHD and LD in schools from Chengalpattu, Tamil Nadu. Methods: This is a single-group pretest-posttest study utilized with randomization. The Checklist for Teachers was used as a preliminary screening tool to assess ADHD and LD and the teachers evaluated 327 children in studying grades 2 to 7 for early screening. Within that 33 children were randomly selected based on the preliminary screening and piloted for this study. The Colorado Learning Disabilities Questionnaire (CLDQ; Willcutt, Boada, Riddle, Chhabildas, DeFries& Pennington, 2011) and the Conner’s Teacher Rating Scale-Revised (CTRS-R; Conners et al., 1998) were utilized in the main study, including pretest and posttest. Results: The results revealed that there is no significant gender difference on subscales of Inattention, Hyperactivity, Impulsivity, Psychological issues, Peer issues, and Personality issues score on the baseline measure of CTRS-R. However, the Academic issues subscale score differed based on gender (t=2.32, p=0.02). There is no significant difference based on the medium of instruction, order of birth, parent education, and school type in all the subscales of CTRS-R. On comparing to the pretest-posttest of CTRS-R score, it was found that the newly developed integrated intervention program significantly reduced the symptoms of Hyperactivity, Peer issues, Personality issues, and academic issues, as well as reduced LD symptoms. Conclusion: This newly developed Yoga-Based Integrated Multi Training Intervention significantly helped to reduce ADHD symptoms and enhance academic-based performance in their school activities and mingle with peer groups positively. These findings provide preliminary support to the newly developed Intervention module for children with ADHD and LD. However, further study may be warranted to evidence the result gained from this study.