The purpose of this study was to determine the relationship between mathematics and reading/language arts Comprehensive Assessment Program (TCAP) scores at a selected elementary school. The sample consisted of 12 randomly selected males in a third grade classroom. Data were collected for this study using the overall reading/language arts subtest scores, overall mathematics scores, mathematic scores in the criterion referenced categories of number sense theory and computation, and, reading/language art scores in the criterion referenced categories of content and meaning. Data were analyzed using A Pearson's Product Moment Correlation and Multiple Regression procedures. The results indicated significant relationship between TCAP overall scores of mathematics and reading/language arts scores (r=. 904, p = .001). Also, significant relationship was found between reading/language arts meaning and mathematical number sense theory (r=.734, p=.016). Similarly, significant relationship was found between reading/language arts content and mathematics computation (r=.811, p=.004). Finally, significant influence was found in reading/language art scores in the criterion-referenced category of meaning and content on the overall TCAP mathematics score in males. Reading/language arts meaning had the most influence, followed by reading/language arts content. (Contains 4 tables.)