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The math achievement of third and fourth grade special education students has been identified as an area of concern within a public school located in a small rural town located on the east coast. The purpose of this action research study was to investigate whether or not the Touch Math strategy increased the math ability of third and fourth grade Special Education students. Using convenience sampling, third and fourth grade Special Education students were given a teacher made test , Test of Mathematical Ability 2nd Edition (TOMA-2), pre and post instruction, and observed before, after, and during instruction. This data was analyzed through the use of a t-test. Data was examined to determine whether or not students showed an increased score on both the teacher made test as well as the TOMA-2. Furthermore, observations were analyzed to see if student frustration and avoidance behavior had been reduced. The results indicated an increase in math achievement on both the teacher made test as well as the TOMA-2. Students also showed a decrease in avoidance behavior and frustration. (Contains 5 tables.)