The purpose of the present study was to examine and compare the effectiveness of pre-teaching and re-teaching on math achievement and academic self-concept of third grade students identified as low achievers. A pretest-posttest experimental design was used to conduct the study. Results indicated that both pre-teaching and re-teaching resulted in significant increases Math Concepts, Math Problems, and Math Computation. Although both were found to produce significant gains in overall math achievement, comparative analyses indicated no differences between the groups. In the area of academic self-concept, a significant within-subjects increase was found for the pre-teaching group only. Despite the significant increase in math related self-concept for the pre-teaching group, no significant between-group differences were found. (Contains 1 table.)