The study has two primary purposes. The first was to examine the efficacy of the "Super Solvers" Fractions Intervention (SSFI) for third-grade students at risk for mathematics learning disabilities (MLD). The second was to test the added value of embedding self-regulation instruction into the SSFI. Students were randomly assigned to a business-as-usual control condition or to receive one of two interventions: (a) SSFI or (b) SSFI with embedded self-regulation instruction. Both interventions focused on fraction magnitudes and word-problem solving. The 39 lessons were delivered to student dyads three times per week over 13 weeks. At posttest, students who received either intervention significantly outperformed those in the control condition on all six tested measures of fraction knowledge. Standardized effect sizes were all large, ranging from 0.88 to 1.29. Results did not differ between the two interventions, indicating that embedded self-regulation instruction did not provide additional value over the base SSFI program. These results provide strong evidence for the efficacy of the SSFI for improving the fraction performance of third-grade students at-risk for MLD.