New special education teachers often struggle to teach children the mathematics vocabulary necessary to understand and effectively solve math word problems. The authors designed and implemented a pilot program to prepare pre-service teachers majoring in special education to implement the Camelot Learning Math Intervention Program (CLMIP). We met with participants an hour a day, twice a week, for five weeks over the summer to study the impact of learning to implement CLMIP on participants' comfort levels with teaching mathematics vocabulary. The pre-service teachers taught the CLMIP program in co-teaching pairs to prepare them for later co-teaching in inclusive settings. Over the course of three summers, 30 participants completed the program. A one-group pretest-posttest design was implemented using a Wilcoxon Signed-rank test and follow-up interviews to measure change in participants' vocabulary teaching comfort levels. Findings indicated that the program resulted in significant improvement of comfort levels, z = 6.357, p < 0.0005, with a large effect size, r = 0.82. The results suggest that teacher education programs and school districts desiring to improve the skills of their teachers practicing in regular and inclusion classroom settings may benefit from implementing a similar program.