Four interference factors to math learning are poor or no instruction, low motivation, inappropriate learning theory, and physiological learning dysfunction. The math clinic, a teaching-learning strategy, uses diagnostic teaching skills and various learning rates for math studies. Instruction is matched to the student from information provided by diagnostic tests, learning behavior knowledge, and sensory population data. Lessons may be assigned by the teacher, using material from one or a combination of learning systems, i.e., an individualized laminated system, computer-video screen instruction, teacher-centered lecture, discovery lessons, small peer taught lessons, and individual reading and research. A typical university instructional model in mathematics includes large lecture classes, non-English-speaking teaching assistants, self-taught American Indian students, and tutored problem study labs. Students find math resource centers crowded, impersonal, staffed by foreign nationals graduate students, and unable to go beyond review of a particular problem solving strategy. The university mathematics study model uses a survey and diagnostic placement test in conjunction with the ACT-SAT math scores for math class or clinic placement and individualized instructional systems (i.e., video tape lectures, computer assigned instruction, math text and reference library, games, films, diagnostic teacher-tutors). Students enrolled prepare a math course or complete a math course for credit. (NQA)