The purpose of this mixed-methods study was to measure the impact of a sequential use of manipulatives and visual models on third-grade students' multiplication fluency, math attitudes, and fact retention. According to results of this study, there was significant evidence that the students who gained a conceptual understanding of multiplication through manipulatives and visual models knew and retained more multiplication facts than those who were instructed with rote memorization. This study also measured students' attitudes toward math. While this study revealed a relationship between positive math attitudes and high math achievement, it was difficult to measure an abstract concept with young students. This research can provide teachers with an appropriate sequence for teaching multiplication facts and help school stakeholders better understand how their attitudes toward math impact students' math attitudes. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]