This qualitative descriptive study addressed the ongoing mathematical achievement gap among kids with disabilities by investigating the interventions and tactics employed by instructors while working with students with emotional-behavioral disorders. This study's conceptual framework was based on data from the National Center for Educational Evaluation and Regional Assistance, which maintains a database of standardized test scores from around the United States. The descriptive qualitative approach and design centered on 10 participants in a Florida school system and their perceptions as educational stakeholders. Survey questions for this study aligned directly with the research questions, and analyzed through thematic coding. Two themes that directly aligned with the research questions emerged from participant data: (1) The structure of math lessons requires incorporating a variety of mathematic strategies into daily classroom lessons, and (2) optimal mathematic interventions were essential for fostering self-directed math learners and beneficial for academics and social development. According to the findings, students benefit from a variety of interventions and tactics offered face-to-face or with the aid of technology to ensure relevant academics. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]