Middle school math students are underperforming on teacher-created assessments and assignments, state assessments, and nationally normed assessments, such as the Measures of Academic Performance (MAP) and the National Assessment of Education Progress (NAEP). Only 35.7% of sixth graders in South Carolina scored "meets or exceeds expectations" on the 2022 SC READY (South Carolina Department of Education, 2023). Students need a way to connect math to something familiar so that new learning can occur. According to Lindfors in Whitin and Whitin (2004), "Classroom teachers are increasingly aware that children's literature can contribute to the teaching of mathematics'' (p. ix). Teachers seek creative ways to help students become more interested in mathematics and perform better in class and on local, state, and national assessments. This research intends to determine if student academic success and interest in middle-level math can be positively impacted by incorporating children's literature into math lessons. The researcher used a quasi-experimental pre-test/post-test research design. Each teacher participant instructed one general education class using traditional mathematical instruction and one using literature-based instruction. A comparison of pre-test and post-test scores in each class is presented, along with coded qualitative findings from a focus group. The t-test results for the post-test and the conclusion of the research are included in this paper. [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.]