This study's primary purpose was to determine how students with a learning disability (LD) in mathematics react in different testing environments, and whether changing the testing parameters can improve the outcomes. Quantitative data was collected through questionnaires, heart rates, and math fluency probes. These data were used to test the hypothesis that children with LD in a large group setting compared to a small group setting may perform worse on standardized testing due to physiological stress response and anxiety. The participants were three students that were identified as having LD in the area of mathematics. These participants were in the seventh grade, and the ages ranged from 12-14 years old. The test consisted of 100 math questions in sixty seconds. All subjects were given fluency probes to help to check their performance on Paper and Pencil (P&P) testing, and they were also set up to take a math fluency test via the 'ThatQuiz' program, an online computer test. The small group can be further improved by sectioning the P&P from the computer-based testing, and the latter showed the most improved results in this study. We further analyzed the `Stress Performance Evaluation (SPE),' which is a measure that we calculated by measuring the overall correct answers divided by the percent change in heart rate per day. The SPE is a measure of stress level in each testing scenario. The test design makes it unachievable to answer all the questions in 60 seconds, and the most correct answers were found to be correlated with less SPE indicating that the stress level was lower and the student was more comfortable. All LD subjects performed best in small-group computer testing for correctness and percent change in heart rate, which meant better overall performance on the SPE performance level. These indicate that small-group computer testing may be the most useful for children with LD, but more work is needed and a larger cohort. The new finding in the study that the SPE might be a significant measure for determining the best testing situation for children with a disability has promise for future testing parameters. Below, I discuss the findings and reasons that might support the computer-based testing and how the stress response performance evaluation may be more beneficial in school systems. [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.]