The purpose of the current research was to examine the effects of a sequence of classroom activities that integrated mathematics content with music elements aimed at providing teachers an alternative approach for teaching mathematics. Two classes of third grade students (n = 56) from an elementary school in the west coast of the United States participated in the research. A random assignment pretest-posttest control group design was used to examine students' changes in mathematical ability between the two groups. A quasi-experiment time series design with multiple pretests, midtests and posttests was utilized for investigating the effects of music-mathematics lessons on students' mathematics process ability level. The results demonstrated that the intervention of music-mathematics integrated lessons had statistically significant improvement on the music group students' mathematical abilities.