This study evaluated the effects of the "Super Solvers" Tier II fraction intervention program on the algebra and fraction skills of secondary students with mathematics learning disabilities and consistent low achievement in mathematics. A quasi-experimental group design was used to evaluate the performance of the treatment and control groups. Before the intervention, each participant was individually assessed to determine current level of mathematics performance. During mathematics support instruction, the treatment group (n = 11) was taught using the fraction intervention and the control group (n = 11) was taught using standards from a foundational algebra course. Using a pretest and posttest model, fraction and algebra curriculum-based measures were used to measure participant outcomes. Each group was provided with 39 structured lessons over the 12-week intervention period. Using nonparametric statistical analysis, both groups scored showed statistically significant improvement on the algebra measures; only the treatment group showed statistically significant improvement on the fraction measure. Social validity, directions for future research, and implications for practice are discussed. [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.]