The present action research study describes an Interactive Mathematics Review Program (IMRP) developed by the participant-researcher to enable remedial algebra students to learn in a cooperative classroom with pedagogy that promoted collaboration and hands-on, active learning. Data are comprised of surveys, field notes, semi-structured interviews, and focus group insights about the IMRP over an 8-week period in the spring of 2017 at a southern, low-socioeconomic status high school. Findings include: (1) greater comprehension; (2) increased engagement and math-related discussions; (3) increased motivation; (4) egalitarian principles; and (5) high-quality reciprocity. A nine-step action plan designed to enable other math teachers at the school to separate remedial students into cooperative groups to learn algebra with a peer-mentoring component is scheduled for weekly in service sessions in the fall of 2017. The results of this study, in concert with students' perceptions of the IMRP model, will be shared with other math teachers in a professional learning community, and a reciprocal plan to increase progressive pedagogy throughout the school for continually monitoring and assessing improvements in student learning will be the focus of the action plan. [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.]