The existing literature that explores the interaction between classroom acoustics and students’ cognitive performance mainly focuses on the negative effects of being exposed to unwanted and/or unpleasant sounds (e.g., traffic, chatter). However, recent research indicated that being exposed to pleasant sounds, including natural ones, might positively affect students’ comfort and well-being, with cascading effects on cognition. This study investigates the exposure of students to natural sounds when undertaking two complex learning tasks, namely mental calculation and reading comprehension. 200 students aged from 11 to 13 (grades 7 and 8) performed these tasks in their classrooms. During the tasks the students were exposed to two listening conditions via headphones, namely quiet and birdsong (LAeq=47dB(A)). The outcomes measured were accuracy and response time. In the reading comprehension task, reading time was also measured. Additionally, the students were asked to evaluate the listening conditions according to the soundscape attributes described in ISO/TS 12913-2:2018. Results in quiet and birdsong conditions were compared to assess the potential benefit of the latter on students’ learning and explore how students affectively respond to classroom soundscape during learning activities. Results will be useful in understanding what role natural sounds can play in designing supportive school soundscapes.