The negative impact of low attendance and the lack of effective, alternative classroom learning strategies are factors that mitigate against student interest and success in mathematics, particularly with respect to inner-city at-risk students. The goal of this practicum was to improve the problem-solving skills of a group of 50 alternative high school students by strengthening these students' appreciation of and interest in mathematics, by increasing students' schedule of attendance in scheduled mathematics classes, and by improving students' performance on the school's standardized basic skills test in mathematics. For a period of three months, computers, manipulatives, cooperative groups, and Socratic questioning in the mathematics classroom were used to address a variety of learning preferences. No measurable differences could be noted from the pre- and post-test interest survey responses. However, improved student performance and documented increases in class attendance suggest that the design of mathematics instruction to accommodate differences in students' learning preferences is an effective strategy for addressing the unique needs of the at-risk alternative high school student. The report includes 28 references and the student and teacher questionnaires. (JJK)