This quantitative, quasi-experimental study investigated the effect of the Mathletics.com technology on basic multiplication fact fluency in fourth grade students in the Middle East. The treatment group received three weeks of scheduled time using Mathletics.com, while the control group practiced multiplication facts using only traditional methods. To determine the effectiveness of the intervention, a nonequivalent control group design was used, and to evaluate multiple dependent variables a MANOVA was performed. Post hoc tests were applied as needed. Using a multivariate approach with speed and accuracy for the construct of fluency, the results indicated that both groups made gains in the accuracy of their answers (F(2, 25) = 3.40, p < 0.05; Wilks' ? = 0.79; partial ?2 =0.21). While both groups improved with the speed of response on the posttest, the control group improved significantly more than the treatment group (t(13) = 3.60, p < 0.025). The results did not indicate that technology significantly improved the learning of the treatment group.