The purpose of this study was to determine the relationship between reading comprehension scores and conceptual mathematics scores of third grade students at a selected elementary school. The sample consisted of 27 students of which 15 were females and 12 were males. Data were collected using a teacher made conceptual math exam and the scores from the STAR Reading test domains of draw conclusions, identify and understand main ideas, identify details, identify and understand sequence, and understand vocabulary in context. The STAR Reading test correlates highly with the national standardized tests and research based data driven decision-making. The scores were analyzed using the Pearson Product Moment Correlation procedure. The results indicated that reading comprehension had a significant relationship with conceptual math (r = 0.84; P = 0.001). Additionally, a Multiple Regression Procedure was conducted to determine the impact of each of the five reading domains of the STAR on conceptual math. The results indicated that all five reading skills were strong significant predictors of conceptual math (R[superscript 2] = 0.77). This indicates that 77 percent of the variance in conceptual math could be explained by the STAR's reading test scores on the five domains. The results suggest that emphasis should be made in teaching the five reading skills in order to raise conceptual math scores.