A learning center in the southeastern part of the United States used the Singapore mathematics curriculum (SMC) to support student learning of a wide range of mathematics skills. However, a study had yet to be conducted to gain an understanding about the administration and implementation of the program. This case study was conceptually based on constructivist pedagogical theory, where learning is constructed between the teacher and students. The research questions explored how the learning center staff administered and implemented the SMC. Data for this study were collected through multiple in-depth interviews and observations of 2 educators at the learning center. These data were analyzed through typological and inductive analyses in order to discover the underlying meaning of the data. The typologies for this study were bar modeling, textbooks, workbooks, teacher edition, activities, and games. The findings that were derived from these analyses focused on 10 themes, which became the basis of a professional development training project. These themes focused on bar modeling, manipulatives, and stages of learning: concrete, pictorial, and abstract, place value, number bonds, visualization, mastery, and games. The project will support positive social change by increasing educators' insight into how to administer and implement the SMC in order to improve student mathematics achievement. [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.]