This study aimed to examine the effects of remedial instruction on low-SES & low-math first graders' basic mathematics competence as well as their interest and confidence in mathematics learning. Fourteen participants of low-SES & low-math were selected from two classes totaling fifty-seven first graders at a public elementary school in central Taiwan. Results show that remedial instruction conducted during the study successfully improved the low-SES & low-math students' mathematics competence and enhanced their interest and confidence in mathematics. Remedial instruction in the form of story contexts conducted through small group collaboration with manipulatives appeared to improve low-SES & low-math students' mathematics learning. Implications related to remedial instruction for low-SES & low-math students are discussed.