The purpose of this single case study was to evaluate the effects of a multicomponent motivational intervention that consisted of explicit timing, immediate feedback through self- scoring, goal setting, and positive reinforcement on the arithmetical skills of three third graders with learning disabilities. An ABA reversal multiple-baseline across-participants design was applied to establish a functional relationship between the intervention and the expected outcome. Immediately after the motivational system was implemented, the participants solved a higher number of tasks. The effect ended abruptly once the treatment was terminated. Results show that even for struggling students with learning disabilities, motivation to solve math tasks can be notably increased with relatively little effort. The paper ends with a discussion of current literature and the experiment's limitations, as well as the practical use of the findings.