Achievement in mathematics education continues to be a growing concern across the country. Presently, schools continue to struggle with the best methods and strategies to implement effective mathematics programs while working towards closing achievement gaps for those students who are not meeting the standards. The Rhode Island Department of Education has been working with local schools, mostly at the elementary level, to implement Response to Intervention programs. However, there is little information for the implementation of such a program at the secondary level, and more importantly, is a significant challenge at this level. Since secondary level mathematics classes tend to be homogeneously grouped, the chance for advancement of all students is lessened. In homogeneously grouped classrooms, content is presented at the perceived ability level of the students, preventing students from experiencing opportunities which higher achieving peers have access to. The purpose of this study is to investigate and gain an understanding of the effectiveness of the numeracy support program through students' experiences and perceptions. Therefore, a qualitative phenomenological approach is used. This support program is designed as blocks of instruction within smaller, personalized learning environments. The focus will be on students' experiences and perceptions and will help in identifying the best way to improve mathematics in schools while providing equity among all learners. [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.]