Students with learning disabilities score lower than other at-risk groups on state standardized assessment tests. Educators are searching for intervention strategies to improve math achievement for students with learning disabilities. Using the theoretical framework of behaviorism, the purpose of this quantitative one group pre post test design study was to examine the effects a mathematics intervention known as Cover, Copy, and Compare for learning basic computation skills. Fifth grade students with learning disabilities were provided more opportunities to respond to incorrect choices and to receive immediate feedback on accuracy and fluency. A secondary purpose was to determine if gender and ethnicity were significant factors in student achievement. Fifteen students diagnosed with learning disabilities participated in this study using Curriculum Based Assessment probes to collect the data. A t test determined the efficacy of a Cover, Copy, and Compare treatment for students with learning disabilities and academic achievement using pre and posttest results- (t [14]) =-15.09, p < 0.001). An analysis of covariance determined the efficacy of a Cover, Copy, and Compare intervention was not related to gender or ethnicity. One recommendation for future research is to conduct studies regarding Cover, Copy, and Compare instruction's impact on student achievement for younger and older students with learning disabilities. The results of this study could enhance the capacity of mathematics teachers to adjust instruction appropriate for their students with learning disabilities. Implications for positive social change include improving mathematical abilities which may help students gain the mathematical skills needed to enter rewarding careers. [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.]