For students with mathematics difficulties (MD), math word problem solving is especially challenging. The purpose of this study was to examine the effects of a problem-solving strategy, bar model drawing, on the mathematical problem-solving skills of students with MD. The study extended previous research that suggested that schematic-based instruction (SBI) and cognitive strategy instruction (CSI) delivered within an explicit instruction framework can be effective in teaching various math skills related to word problem solving. A multiple-baseline design replicated across groups was used to evaluate the effects of the intervention of bar model drawing on math problem-solving performance of students with MD. Student achievement was measured in terms of increased correct use of cognitive strategies and overall accuracy of math word problem solving. Results showed that bar modeling drawing is an effective strategy for increasing elementary students' accuracy in solving math word problems and their ability to use cognitive strategies to solve the problems.