The purpose of this study was to examine the effectiveness of a school-developed continuous-progress program in mathematics in terms of how well students achieved in arithmetic computation, concepts, and applications. The study also investigated the student's attitude toward arithmetic. Conclusions and Recommendations: 1. All students in grades four through six favored the continuous progress program over the conventional program in terms of arithmetic computation and concepts. Grades four through seven favored the continuous progress program in terms of arithmetic applications. A trend was noted that indicated the program was more effective for lower grade levels. It is recommended that the continuous progress be used with all fourth and fifth grade students and that a longitudinal study be developed for the fourth and fifth grades as they continue the experimental program through the eighth grade. 2. Sex is a doubtful factor in determining the effectiveness of the continuous progress program. A trend did appear in the area of arithmetic computation that indicated sex may be a greater factor in this variable than in the other three variables studied. It is recommended that further study be done concerning the relationship of sex to arithmetic achievement when using a continuous progress concept. 3. The third part of the study failed to reveal any trends in terms of grade level comparisons for any of the three twelve-week intervals. It was noted, however, that the middle twelve-week period produced much less variability (fewer significantly different comparisons) than did the first or last periods. It was also noted that the mean gain in computations scores decreased as the year progressed while the mean gain in application scores increased. This suggested that a study should be designed to investigate the relationship of the learning rate of students to the period of the year the material is being studied.