This action research describes a program for improving mathematical problem solving skills. The targeted population consisted of first grade students in a transient, middle class community as well as third and sixth grade students from a growing, middle to upper class in Illinois. The concerns of problem solving were documented through teacher input and classroom observations. When analyzing the probable cause data, it was revealed that teachers were not consistent when implementing the problem solving skills needed for success across grade levels. It has also been shown that students lacked the ability to self-monitor and apply a variety of problem solving strategies to mathematical tasks. Instead, students opted to use basic computational skills to solve complex mathematical problems. A review of solution strategies resulted in a choice of three inventions: a consistency among teachers throughout grade levels, a four step problem solving checklist for students, and an incorporation of self-monitoring strategies within the classroom. Post intervention data indicated an increase in student use and understanding of problem solving strategies and self monitoring check list. (Contains 37 references.) (Author)