The practice of students going to the boards to work problems has been a tradition in undergraduate education for over two hundred years. A study was conducted to determine what instructional techniques enabled students to better learn fundamental concepts in mathematics. This study identifies board work as a highly effective instructional technique for developing a student's ability to succeed on a standardized exam covering basic algebra, geometry, and trigonometry skills. This study offers insight into student motivation, and it suggests that board work improves student performance and learning. (Contains 1 figure and 1 table.)