The purpose of this study was to determine if the Saxon Mathematics series produced gains in math achievement of elementary school students. Mathematics achievement was assessed for 190 students in the Southside School District No. 3, Batesville, Arkansas, using the Stanford Achievement Test Eighth Edition during April 1992 and April 1993. There were four sections of approximately 24 students in each group in grades 2 and 3. One section in each grade received instruction in Saxon Math and the other three sections used the Holt Mathematics series. Mathematics achievement was measured using the total battery score for math which consisted of a composite of three dimensions: Concept of Numbers, Math Computation, and Math Application. Results of the study indicated that students who received Saxon instruction scored significantly higher (p<.05) in total battery score in mathematics than students instructed in the Holt series. Based on this study, the use of Saxon Mathematics does produce gains in mathematics achievement of elementary school students. (An appendix contains nine statistical tables.) (Contains 7 references.) (Author)