The present study investigated (1) the mediating role of attention in the associations between children's sleep problems and classroom learning behaviors in elementary school, and (2) the moderating role of gender in these associations. Results from structural equation modeling showed that children's sleep problems had a significant and negative association with their attention level ([beta] = -0.08), and their attention level had a significant and positive association with their classroom learning behaviors ([beta] = 0.20). The indirect effect of sleep problems on classroom learning behaviors, however, was not significant ([beta] = 0.02). Gender of a child had significant moderating effects on the associations between sleep problems and attention level and between attention level and classroom learning behaviors. Related intervention programs can be implemented to reduce children's sleep problems and to improve their academic performance.