Taped problems is an intervention strategy for addressing mathematics fluency that has been evaluated in multiple single-case design studies. Although its efficacy has been supported in individual studies, no comprehensive quantitative synthesis has been conducted on taped problems. The purpose of this study was to synthesize the literature that examined this intervention using parametric and nonparametric effect size computations. We examined (a) the effectiveness of taped problems across effect size comparisons, (b) maintenance over time, (c) the degree to which studies met single-case design research standards, and (d) potential moderating variables. Parametric and nonparametric analyses yielded moderate and large effect sizes and indicated that taped problems appears to be an efficacious intervention.