Deficiencies in mathematics standardized test scores prompted school district policymakers to consider implementing a program designed to increase students' basic multiplication fact skills. This study was an evaluation of the Math Factual Operations for Understanding program. The program, marketed with a martial arts theme, was intended to increase students' basic multiplication fact automaticity through peer tutoring. The research questions focused on 4th graders' multiplication fact automaticity after participation in the 8-week program, and again 1 month after the program. The program was based on the principles set forth by Bloom, Bandura, Vygotsky, Gardner, and Jensen. The components of the peer tutoring included kinesthetic games, as well as visual, auditory, and written material. The research design was a quantitative, within-group comparative design. A summative, outcomes-based program evaluation was used. The key research questions included determining if the combination of program components yielded a significant increase in scores from the pretest to posttest and delayed posttest scores. Quantitative data were collected at the beginning and end of the program, and again 1 month after the program ended, in the form of a 100-problem, timed test. Paired t tests showed a significant increase in student scores from pretest to both Posttest 1 and Posttest 2 scores. This project addressed the needs of both students and stakeholders in the local community as a possible solution to underachieving mathematics scores. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]