This study examined the performance of one hundred thirty-one fifth graders on timed versus untimed mathematics tests. Measures of math fluency and calculation were administered. Low achieving students performed poorly on both calculation and math fluency. Normally achieving children performed within the average range on both calculation and math fluency. Above average children performed within the very high range on both calculation and math fluency. Children with math disabilities (MD) performed poorly on math fluency, but within the average range on calculation. The educational implications and strategies to address the remediation of these weaknesses are explored. (Contains 2 tables and 1 figure.)