Students in the United States demonstrate low proficiency in their math skills. One promising intervention, computer-assisted instruction, may be used for remediation. There is growing support that computer-assisted instruction is effective for increasing addition and multiplication accuracy and fluency, but more research is necessary in order to endorse it as an evidence-based intervention. Three students referred to a school's problem-solving team received computer-assisted instruction that used corrective and differential visual and auditory feedback, contingent upon accuracy, in conjunction with a reward for goal attainment. Examination of performance within a multiple baseline design revealed that all students demonstrated gains in accuracy for their respective targeted math skill. The authors discuss the implications, limitations, and future directions for practice and research.