A multiple-baseline, across-tasks design was used to extend research on the taped-problems (TP) intervention with an intact, rural, second-grade classroom. During TP sessions an audio recording paced the class through a series of 15 or 16 addition facts four times. Problems and answers were read and students were instructed to attempt to provide the answer before the recording. Time-delay procedures were incorporated by varying intervals between problems. Results showed sustained increases in fluency after TP was applied to each set of problems, and both the students and the teacher indicated the procedure was acceptable. Discussion focuses on the importance of preventing learning deficits by developing and validating basic-skill interventions that are effective, efficient, and can be applied on a classwide basis. (Contains 3 tables and 3 figures.)