This study examined the impact of a commercially available math fluency intervention program on the basic multiplication fluency of three classrooms of fifth grade students. Baseline assessment and progress monitoring of thirty-three regular- and eleven special education students occurred over nine weeks. Within-group analyses revealed significant positive increases in the number of problems completed correctly, and levels progressed. Between-group analyses revealed that no significant differences between regular- and special education students in number of levels progressed or percentage change in number of problems completed correctly, though, as would be expected, the regular education students started and ended at higher levels overall. Results provided some preliminary support to the hypothesis that the program could improve multiplication fact fluency on a classroom level, and that the program could be an effective fluency intervention for both regular and special education students. Implications, future directions and limitations of this study are discussed.