A replication of the Helsingborg study (Tideman et al, 2011), was staged in the municipality of Norrköping 2008 to 2011. Results confirm the conclusions from the original study, that children in foster care can benefit from a working model aimed to improve school performance. Furthermore, a possible way to address poor numeracy skills by computerized working memory training was found. Implications for further research in active interventions to address underachieving foster children are discussed.