This study examines the impact of reading comprehension strategies and students' understanding of vocabulary on their mathematics achievement level. In 2017, Louisiana adopted the Louisiana Educational Assessment Program (LEAP 2025), requiring students to achieve mastery level to indicate grade-level proficiency and ensure they are fully prepared for post-secondary education or future careers. Approximately 61% of LEAP 2025 problems evaluate students' conceptual understanding, procedural skills and fluency, and application on major standards. In this study, a qualitative approach was used to analyze data on a sample of eighth-grade students from a high-poverty area in Louisiana. Data was collected using weekly observations, interviews, a researcher-devised vocabulary test, and a version of LEAP 2025 that was modified due to the study's timeframe. Data revealed that students' reading comprehension strategies and understanding of vocabulary significantly contributed to their mathematics achievement level. Implications supported by key findings were to develop mathematical literacy through incorporation of reading comprehension strategies in a Tier 1 curriculum and provide teacher support to fully implement those strategies in mathematics classrooms. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]