During the last 20 years, there has been an increasing awareness that the U.S. is falling behind in its mathematics education of primary and secondary school students. For those who teach mathematics at the community college level, the deficiencies in mathematics education are painfully evident by the number of students requiring remedial math courses. During the past decade, Singapore has been among the top-performing countries in the world in mathematics education according to the "Trends in International Mathematics and Science Study" (TIMSS) and "The Program for International Student Assessment" (PISA) reports. However, Singapore has not always been a top-ranked country. Rather, it has demonstrated a marked improvement in ranking over the past two decades as the result of a total reevaluation of its mathematics instruction program in the 1980s. Because of Singapore's success, some U.S. schools have adopted Singapore's approach to teaching mathematics. The International Education subcommittee of the American Mathematical Association of Two-Year Colleges (AMATYC) contend that lessons learned in high-performing countries might be applied to improve math-skill retention of community college students taking remedial mathematics courses in preparation for college-level mathematics. Although there are several factors contributing to the success of Singapore's mathematics education system, the main focus of this article is on their primary school curriculum, which is based on problem-solving through visualization and model-drawing strategies.