This study compared how students with learning difficulties in math (MLD) who were randomly assigned to two instructional conditions answered items on problem solving tests aligned to the Common Core State Standards Initiative for Mathematics. Posttest scores showed improvement in the math performance of students receiving Enhanced Anchored Instruction (EAI) and typical instruction but the improvement of students in the EAI condition was greater. Much of the total variance in latent ability scores was explained at the teacher level. As we have observed in previous studies, teachers' use of interactive technology tools combined with engaging hands-on applications can make important differences in what students with MLD achieve in mathematics, particularly in problem solving. (Contains 1 note, 4 tables, and 4 figures.)