The purpose of this study was to compare the isolated effects of cover-copy-compare (CCC) with the combined effects of CCC and two types of performance feedback (i.e., digits correct and incorrect per minute) on sixth grade students' mathematics fluency and accuracy. An alternating treatments design was employed to compare treatments across 16 weeks. Participants included three general education sixth grade students whose teachers recommended them for additional help with mathematics calculation. No differentiation between treatments was demonstrated for any of the participants and individual differences pertaining to the number of sessions needed to reach and consistently perform at mastery levels were found. Follow-up data at 4 and 12 days following termination of the intervention phase indicated that all participants continued to perform at mastery levels. Generalization to a slightly more difficult mathematics skill yielded pre-intervention to post-intervention increases, albeit small. Students rated all three treatment conditions favorably.