Mathematics education is constantly changing due to the growing use of computers worldwide, and these global changes greatly affect mathematics education. In a computerized and changing society, it is paramount schools prepare students to acquire both procedural knowledge and conceptual knowledge in mathematics. In the state of Georgia, fourth grade students consist of 31.9% proficient learners and 8.3% distinguished learners. This data shows fourth grade students are not progressing well in math on national or state assessments. The Number Talks program has been shown by researchers and school districts to increase math comprehension and problem-solving skills among K-12 students, but no empirical study was found that explored elementary grade mathematics teachers' perceptions of the effectiveness of the Number Talks strategy with their English language learners (ELL) and African American students. A qualitative study of the perceptions, attitudes, and lived experiences of seven elementary teachers took place in schools located in the southwest part of Georgia to explore the impact, effectiveness, and usefulness of the Number Talks strategy with ELL and African American elementary students. The study's research questions were used to describe teacher's perceptions of the Number Talks strategy. The instruments used to collect data were questionnaire, interviews, and focus group. Questionnaire data revealed teachers believed Number Talks were effective and initiated a math journey to help close the achievement gap among ELL, African American, and their counterparts. Interview and focus group data provided insight on the effectiveness of the math strategy that gives students an opportunity to think, solve, and communicate how to solve problems mentally. The findings indicated Number Talks was a valuable strategy that allows teachers to be facilitators and students to be thinkers, problem solvers, and communicators. The lack of time to converse with classmates, hand signals, and more mini-workshops throughout the year were some of the limitations that teachers indicated. Number Talks can become a catalyst for change in mathematics for ELL and African American students to academically achieve mastery and close the achievement gap. [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.]