There is a significant need for easy-to-implement interventions in the early grades, especially in mathematics, as many children have difficulties in their first years of school with automated basic math facts recall and, therefore, fall behind. Automation of single-digit multiplication tasks represents an important developmental step, as it can neither be accomplished by finger counting nor can more complex operations be mastered without it. Previous research has supported math racetracks as an effective intervention for increasing early math skills of elementary school students. The present study sought to replicate previous findings on the positive effect of a racetrack intervention extended by a multicomponent motivational treatment. Further, we tried to closely comply with the single-case reporting guidelines by Tate et al. (2012) for the purpose of establishing racetracks as evidence-based treatment and continue the work of Lund et al. (2012), Walker et al. (2012), Skarr et al. (2014), and Rivera et al. (2014). Four female elementary-school third graders who faced problems with basic math facts received 9-10 individual training sessions over 7 weeks. Visual analysis of results indicates a level increase in multiplication facts solved correctly from baseline to intervention for all four participants, with an average MBD of 410.45 (range 136.45 to 833.33). Limitations and future directions are discussed.