Objective To explore the enhancing effect of repetitive transcranial direct current stimulation (tDCS) and Schulte grid training on attention of healthy undergraduates. Methods A two-factor mixed experimental design (time×group) was adopted in this study. Sixty healthy undergraduates were randomly assigned to anodal group (receiving repetitive tDCS intervention, n=21), training group (receiving Schulte grid training, n=21) and control group (receiving sham stimulation, n=18). The participants in the three groups received a total of 12 interventions over a 4-week period. Simple digital Schulte grid task, shifting attention task and color-word Stroop task were used to assess the attention enhancing effect. Results In the anodal group and training group, the scores of the participants in simple digital Schulte grid task and shifting attention task were significantly higher than the baseline (all P<0.05); significant changes in the stimulation group were observed in the first week, while the training group showed effective enhancements after the second weeks. There was no significant change in the score of Stroop task in the three groups. Conclusion Both long-term Schulte grid attention training and tDCS can enhance the attention of healthy undergraduates, and the enhancement on attention induced by tDCS is earlier.