Proficiency in mathematics involves the seamless synchronization of conceptual understanding, procedural knowledge, computational fluency, and problem solving (NMAP, 2008). Clearly, fluency with mathematics facts is one element embedded within mathematical proficiency and important for students with disabilities to develop. As more and more research emerges supporting the importance of fluency development to overall mathematical proficiency, it is crucial that effective and efficient practice becomes standard in the K-8 mathematics classroom, especially for students with disabilities. Unfortunately, the selection of practices to implement is influenced by many variables, often conflicting and opposing, but it is essential that teachers employ practices based on sound evidence accumulated across many years. By providing students with effective and efficient practice activities similar to cover-copy-compare (CCC), coupled with appropriate progress monitoring and individualization, teachers may decrease the likelihood that large numbers of students with disabilities will continue to fail to develop computational fluency and thereby improve their overall mathematics proficiency. Although developing fluency does not, in and of itself, guarantee mathematical proficiency, it is a variable that warrants attention from teachers.