This study examined the effects of using the Model-Strategy-Application with Reasoning Approach (MSAR) in teaching and learning mathematics in linguistically and culturally diverse elementary classrooms. Through learning mathematics via the MSAR, students from different language ability groups gained an understanding of mathematics from creating visual models, developing procedural fluency from using various strategies, and building competence in problem solving from real world application. The findings demonstrate that the MSAR results in improved diverse student mathematics learning in urban areas.