Clinical Question: Do bilingual school-age children (P) who receive reading strategy alone interventions (I) show improvement in math word problems (O) relative to a multiple-target intervention or control condition (C)? Method: Systematic Review. Study Sources: PsycInfo®, Web of Science, JSTOR, PubMed, ERIC. Search Terms: "bilingual" OR "second language learner" OR "language learner" OR "English as a second language" OR "English as a foreign language" AND "math word problem" OR "math applied problems" AND "intervention" OR "treatment" OR "therapy" AND "school-age" OR "elementary" OR "primary" OR "grade." Number of Included Studies: 12. Primary Results: Bilingual students with math difficulties showed improvement in math word problems from reading strategy interventions and reading strategy interventions with math vocabulary instruction, content knowledge priming, and culturally relevant approaches. Bilingual students and teachers generally had positive feedback on various intervention approaches. Conclusions: An overall aim of reading strategy interventions for bilingual students with math difficulties is to actively regulate their reading behaviors to reduce the cognitive load on linguistic information to focus on solving math word problems. There are two high-level pieces of evidence showing that bilingual students with math difficulties benefit from reading strategy interventions alone or in combination with content knowledge priming. However, additional research is needed to evaluate the effectiveness of including math vocabulary instruction, the use of a culturally relevant approach, and the comparison of different reading strategies. These approaches only have minimal evidence (primarily single-subject design studies) yet have high social validity.