Motivation and engagement in mathematics are important for academic success and are sometimes compromised in students with disabilities who have experienced a history of frustration and failure. This article explains how general and special education teachers can implement three research-supported strategies for boosting motivation and engagement for elementary students with or at risk of emotional and behavioral disorders (EBD) in the mathematics classroom. The strategies include: (1) reinforcing engagement and motivation in mathematics using behavior-specific praise and token economy systems; (2) teaching self-monitoring and self-regulation strategies to promote attentive behavior and academic achievement; and (3) using the high-preference strategy to build behavioral momentum and support completion of nonpreferred tasks.