The purpose of this case study was to determine the effects of Reuven Feuerstein's ten Mediated Learning Strategies on both teacher practice and on students that were at risk of academic failure. Changes in both teacher practice and student learning were analyzed to determine changes during the use of the ten Mediated Learning Strategies: Meaning, Intentionality and Reciprocity, Transcendence, Competence, Challenge, Control of Behavior/Self Regulation, Sharing, Individuation, Goal Planning and Self Change. There was evidence from the transcribed interviews and teacher journal entries to indicate that these students as well as their more advantaged peers did indeed benefit from the Mediated Learning Strategies employed by their teachers. Mediation in regards to this study is a three step interactive teacher and student process by which there is an identification of a stimulus, followed by an assignment of meaning and the application of a teaching strategy that affects student learning (Payne 1998). Evidence from this study indicated that students who needed enhanced support as to content meaning, were better able to learn after receiving instruction via the mediated learning strategies. Noted also in this study were opportunities for all students, no matter the level of academic prowess, to complete the same types of instructional tasks. This study was limited to one elementary school within a school district that is located on the South Shore of Long Island, New York. The schools within the district are all located in a low wealth, high tax area, where the overall reported free and reduced lunch rate is forty-eight percent. This school's population was approximately 1,300 students, and the ethnic characteristics of the students were predominantly Caucasian.