Findings are presented from a large two-phase research study exploring (a) the identification and (b) programming for mathematically gifted students with learning difficulties (MG/LDs) in Jordan. The second phase of the research, which is the focus of the current article, investigates the effects of two programs of instructional practices on the achievement of two groups of MG/LDs. Thirty students were diagnosed as MG/LD students from three public primary schools in Amman, Jordan, and were divided equally into two different treatment groups. The first group received only regular mathematics teaching, whereas the second group received a program of teaching that combined both multisensory and enrichment approaches. The two programs were evaluated formatively as well as summatively. Although both treatment groups showed gradual progress with regard to their classroom participation, the mean participation of the multisensory group in the last observed lesson was 1.70 times the mean of the traditional group. (Contains 2 figures and 12 tables.)