Reciprocal teaching, a social constructivist instruction method, was explored in this study on the mathematical word problem solving skills of fifth grade students in two elementary schools within a suburban school district in upstate New York. Eighty-five students in four intact classes participated in this mixed methods study. Using a pretest/posttest design illuminated by student interview data, differences between the treatment and comparison groups were explored. A two-factor analysis of covariance (ANCOVA) along with a coding system was used to analyze the data. The results showed non-significant findings for overall posttest outcomes, as well as outcomes differentiated by the level attained on the pretest. Interview data supported this finding, but did show that students were consistent in their approach to word problem solving from pretest to posttest, regardless of the treatment group. The sophistication with which students approached the problems varied by level, but also remained consistent from pretest to posttest interview. Classroom implications and the need for further research are discussed. [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.]