We conducted a comprehensive synthesis of computer-assisted instruction (CAI) research that aimed to facilitate the learning of mathematical word problem solving involving elementary and secondary school students with learning disabilities or difficulties in mathematics. We examined a total of 13 studies under the four instructional categories: direct instruction/guided practice, cognitive/metacognitive strategy instruction, schema-based instruction, and mathematical model-based problem solving. Findings from this review indicate that CAI showed overall positive effects on enhancing students' word problem-solving performance, with mathematical model-based problem solving being most effective and the direct instruction/guided practice least effective. It seems that CAI programs that promote mathematical model-based problem solving have demonstrated promising effects, not only on students' skill acquisition but also skill generalization as measured by commercially published standardized tests.