This program was designed to improve mathematics achievement by directing intervention toward diagnosed deficiencies in number concepts, computational skills, relationships among measures, and problem solving. Four hundred and twenty second through eighth grade students participated in the program. Math lab rooms were established in each of seven participating schools where students were seen in whole class and small group settings. Process evaluation was accomplished through a rating scale utilized by the evaluator during observation. Rating results indicated that the program functioned at an extremely high level with no ratings below the "fair" category. Quantitative evaluation was based on a pre/posttest design using the Stanford Diagnostic Mathematics Test. In all cases, on all grade levels, actual posttest means indicated significant gains in achievement and exceeded predicted posttest means. The report includes recommendations for future program implementation. (MK)