Instruction geared toward priming the underlying problem structures was suggested as an evidence-based practice for students with a learning disability. Schema-based instruction is one intervention aligned with this principle. We extended prior work by: (1) using a teacher as the implementer; (2) providing teacher flexibility in intervention implementation; and (3) examining student performance for generalized and combined problem structures. The participants included fourth-grade students (n = 5) identified with a disability who received supplementary mathematics instruction in a resource room setting. The independent variable was schema-based instruction and the dependent variable was mathematical problem-solving performance. To evaluate if a functional relation existed, a multiple-probe design across participants was used. A functional relation was established; however, student performance did not reach socially significant levels. The aggregated Tau-U effect size was 81% [CI[subscript 90] 61, 100%] and the aggregated BC-SMD was 1.72 [CI[subscript 95] 1.00, 2.49]. Implications for research and practice will be discussed in regard to implementation fidelity and dosage of remedial instruction.