This study examined the effects of an extended learning program on mathematics achievement and self-determination skills for students with visual impairments in grades four through eight attending a specialized school in a southern state. The research population consisted of the total enrollment of students in grades four through eight attending this school. One group of students received additional instructional support after school hours while the other group received instruction during the regular school hours. An ANCOVA was used to analyze data from the Basic Achievement Skills Inventory and the American Institutes for Research Self-Determination Scale. After careful analysis of the data, the extended learning program did not have a statistically significant impact on mathematics achievement or self-determination skills. [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.]