Whether participation in a school store improved students' performance scores in economic knowledge and mathematics was analyzed. A small grocery store was provided in a classroom to assess the impact of participating in the school store program on the learning and behavior of students in one elementary school in the Jefferson County Public School system. Students received salaries for certain behaviors (i.e., attendance, homework and classwork completion, and appropriate school-related behavior). They were then able to use their earnings to purchase edible and non-edible items in the school store, and thus, applied their mathematical skills. The 43 subjects, in grades 1 to 3 at the study's onset, attended the school the year before the store was established (1984-85), and participated in it for 2 years (1985-86 and 1986-87). Data were assessed for the students as they moved from grades 1, 2, and 3 to grades 3, 4, and 5, respectively. Achievement was measured with the Kentucky Essential Skills Test (KEST), using computation, concepts and applications, and total scores. For the 3 years studied, the school store had little or no positive impact on the students' mathematics achievement, and there were also no clear trends in comparing the mean scores of these students and others in the school district. No evidence was found for a positive impact of the store on the students' mathematics achievement. Three data tables are provided. (SLD)