The need for global competence in mathematics is apparent. Algebra is considered a gateway course to prepare students for the demands of a competitive global market. Many students demonstrate low performance in algebra; this is especially true for students with disabilities. Effective algebra instruction is essential to increase algebra achievement of struggling learners. This meta-analysis analyzes interventions aimed at improving algebra performance of students with disabilities and those who are considered at-risk for a mathematics disability. Individual and weighted effect sizes are reported. Findings indicate schema/model-based interventions and concrete-representational- abstract sequence had the largest effect sizes. Implications and need for future research are discussed.