The mastery of mathematics skills largely depends on the ability of students to be fluent in basic mathematics facts. Mathematics fact fluency is important because it frees up memory so that students are able to focus on more complex mathematics problems. The purpose of this study was to measure the effectiveness of the Taped Problem Intervention in a student from the Mississippi with ADHD and to explore the acceptability and student's usability of TPI. TPI is an evidence-based mathematics instructional intervention studied by previous researchers using an audio-recording procedure (McCallum et al., 2004; McCallum & Schmitt, 2011). For this study, visual presentations with audio recordings were used with an iPad in a virtual learning environment to measure the effectiveness of TPI in enhancing mathematics fact fluency and to explore the acceptability and usability of TPI in one student diagnosed with ADHD in the Mississippi Delta. During the intervention, the student entered the virtual learning environment via Zoom video conferencing with accompanying intervention worksheet problem set monitored by the classroom teacher. The student was instructed to complete the problems along with the presentation in an attempt to beat the presentation before the correct answer was given. The problem set was displayed four times during the presentation varying the time delay. Results show significant increase in digits correct per minute and percent correct using TPI. In addition, maintenance data reveal sustained increase one and two weeks after the removal of the intervention. Finally, the teacher and student noted that TPI was an acceptable intervention that which can effectively utilized by the student. Discussion focuses on implications for educators, future research, and the virtual learning environments. [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.]