This QUAN-QUAL, quasi-experimental, research studied the impact of a math enrichment program on student achievement. Pre and post NJ ASK test data was analyzed to determine the impact of the program on student achievement. Additionally, a student survey was disseminated to inquire into personal perceptions about individual improvement as well as the program. Independent variables measured were gender, ethnicity, socio-economic status, special education and participation in the program. The findings of the study were statistically significant. Students who completed the math enrichment program had made significant gains on the NJ ASK. The mean, minimum and maximum scores on the post-test NJ ASK scores of those students in the math enrichment program were better than those who did not participate. The changes in the proficiency levels for the participants were greater than the non-participants. Reviewing the student surveys, those in the program believe the course has improved their overall math skills. They also believed that the program assisted them in their regular math class. Although the students did not particularly like having two math classes during their school day, they felt more confident about their abilities. The final conclusion of the study was for School A to continue with providing the math enrichment program to students who have not been successful on the NJ Ask and their previous math courses. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]