This study examined the impact of computer-assisted instruction on the mathematics performance of underachieving fifth-grade students in a rural school district in South Carolina. The instructional technology program ([IF) is South Carolina's response to addressing the needs of its young, struggling math students. The 449 fifth-grade students in this study were selected from eight public schools in a rural school district. The students participated in a year-long (2011-2012) Study Island Academic Assistance Program and took the Palmetto Assessment of State Standards (PASS) Test in Mathematics that included five units: number and operation, algebra, geometry, measurement, and data analysis. Scores on the achievement tests were collected three times: at the beginning of the study, five months later, and one month after the PASS test. The participants were divided into two groups: (1) those who achieved a score of 600 or more (above standard) on the PASS Test for mathematics at the end of the fourth grade and participated in one computer-assisted instruction lab a week (n = 290) and (2) those who scored below 600 (below standard) on the PASS Test and participated in two or more computer-assisted instruction labs a week (n = 159). Analysis of Variance (ANOVA) models were used to observe which of the factors had an effect on the PASS achievement scores. The Cronbach Alpha Test of Reliability was used to establish the reliability coefficient of the instrument for this study. The results yielded no significant difference in the fifth-grade mathematics achievement of students who attended computer-assisted instruction once a week. However, there was a significant difference in the fifth-grade mathematics achievement of students who attended computer-assisted instruction two or more times a week. The results delineated a significant difference in the overall model of the analysis of variance of the PASS mathematics performance of fifth-grade students who received computer-assisted instruction once a week compared to two or more times a week as it relates to gender. The overall results for numbers and operations were significant at grade level or lower; therefore, the null hypothesis was rejected. The null hypotheses also were rejected for the PASS Mathematics subtests for Algebra, Geometry, Measurement and Data Analysis. The results showed a significant difference in the PASS Test scores of all fifth-grade students which attended computer-assisted instruction two or more times a week in the subtests for Algebra, Geometry, Measurement and Data Analysis. [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.]