This study sought to examine the effectiveness of math problem solving interventions with self-regulated learning (SRL) components on the math problem-solving performance of middle school students with disabilities. A meta-analysis was conducted of all single-case design studies meeting inclusion/exclusion criteria between 2000-2021, resulting in a sample size of 22 studies. Inclusion criteria involved the following: a mathematic problem-solving intervention, math problem-solving performance on real-world word problems as a dependent measure, students in grades 6th-8th or aged 11-14, disability qualification information for participating students, and an observable component of SRL. Independent raters provided secondary coding for all aspects of the initial systematic search and for other components of data analysis. Disabilities represented included intellectual disabilities, learning disabilities, Autism, ADHD/Other Health Impairment, and an auditory processing disorder. Studies took place in a variety of settings both geographically and within school buildings. Interventions involved six general categories of approaches including schema-based instruction, modified schema-based instruction, concrete-representation-abstract method variations, diagram variations, general cognitive strategy instructions, and technology-based approaches. All studies included use of a cognitive or metacognitive strategy that related to self-regulated learning. The results of this study reported an overall large effect size (Tau-U = 0.93) for math problem-solving interventions with self-regulated learning components on math problem-solving performance for middle school students with disabilities. These results were supported through a variety of sensitivity checks. The moderator analysis did not reveal any significant differences across disability category, interventionist, group setting, intervention type, or problem type. The risk of bias assessment determined that few overall domains of bias and few studies had high risks of bias. Future studies conducted in this area should incorporate a more targeted approach to measuring the mediating effects of SRL components on math problem-solving intervention effectiveness. Additional intervention approaches should be attempted with this population that have not been tried previously. The use of a different effect size measure is also recommended when conducting single-case design meta-analysis research. [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.]