This guidebook reports the results of a three-year study involving the use of paraprofessionals with mathematics students in the La Mesa-Spring Valley School District (California), and outlines a program for initiating a mathematics paraprofessional program. Over 1200 students in grades 4-7 participated in this project to determine the effects of paraprofessional assistance upon student achievement and attitudes in mathematics. The study included pre- and posttesting of both attitude and achievement for all students involved in the project. After the paraprofessionals were hired, they were randomly assigned to the trained or untrained category, then randomly assigned to a selected school and grade level. The three major project components and four objectives of the project are listed. Also included in this guide are: (1) guidelines for selecting paraprofessionals; (2) guidelines for the principal and teacher when working with paraprofessionals; (3) student statements regarding the involvement of the mathematics paraprofessionals; (4) a definition of a mathematics paraprofessional; (5) a general outline and materials for preservice training workshops covering numbers and operations, geometry, measurement, logic, functions, probability and statistics, and problem solving; (6) an evaluation of the project; and (7) the analysis procedures and obtained results, which are discussed in relation to the corresponding evaluation instrument. Appendices include four of the five evaluation instruments used and a list of mathematics materials applicable for mathematics workshops. (JW)