Research suggests low mathematics achievement is due to unfocused, unbalanced methods of instruction teachers have used in traditional methods of instruction. Balanced mathematics programs were developed as an answer to the No Child Left Behind Act of 2001. The purpose of this study was to determine the effects of traditional math instruction versus balanced math instruction on the holistic mathematics achievement of fourth grade students. This quasi-experimental study determined the effects of the two methods on mathematics academic achievement, conceptual understanding, and attitude. The researcher can conclude that balanced mathematics can be considered an effective method of instruction, though it does not have the predictability that previous achievement tests. [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.]