This experiment investigated how sex of model and type of modeled behavior influenced achievement outcomes among elementary school children who had experienced difficulties learning mathematical skills in school. Children observed either a same- or opposite-sex peer model demonstrate either rapid (mastery model) or gradual (coping model) acquisition of skill in calculating with fractions. Findings indicated that observing the coping model led to higher self-efficacy, skill, and training performance. Children who observed coping models judged themselves more similar in competence to the models than did subjects who observed mastery models. Sex of model did not differentially affect achievement behaviors, and the sex of model x sex of subjects interaction was nonsignificant. Thirty-six references are provided. (Author/RH)