Determining evidence-based practices helps guide educators on how to teach. In this study, researchers replicated, updated, and extended the review of the literature on mathematics interventions for students with MID by Hord and Bouck (2012). The researchers determined the current state of the literature on academic mathematics interventions for students with MID and then analyzed the quality of that literature by applying the Cook et al. (2014) and CEC (2014) quality indicators and standards to evaluate if any evidence-based mathematics practices exist for students with MID. The researchers found an increase in literature in the last decade on mathematics interventions for students with MID, as compared to what was found by Hord and Bouck. The researchers, using the quality indicators and standards for single case design studies by Cook et al. (2014) and CEC (2014), determined one practice to be evidence-based and three additional practices to be potentially evidence-based, with caveats.