The purpose of this study is to do teaching multiplication with picture books, and to understand the learning process of two cases, then to investigate the dilemma of teaching and its solutions. To achieve the above purpose, the researcher designed the multiplication teaching activities for urban aboriginal middle grade pupils. The researcher adopts case study research. The subjects of the study were two pupils who participated in the after-school program at an elementary school in Kaohsiung city. For both pupils, mathematics scores are the lowest among all other subject areas, and mathematics scores ranked at lower class 10%. The teaching content involved Amis tribe picture books, integer multiplication, and multiplicative situations (Greer, 1992). There were three teaching procedures: preparation for teaching, picture books teaching activities, and multiplication teaching activities. The research data collected were from interviews,observations, teaching reflective journals, learning sheets, and learning diaries. The researcher induced pupils¡¦ learning experience and error types before teaching multiplication with picture books and also revealed pupils¡¦ attitude towards teaching multiplication with picture books and the learning multiplication of concept and its improvement. The conclusion is, through teaching multiplication with picture books, both pupils were familiar with the multiplication algorithm meaningfully, could used direct representation to solve multiplication problem, and used multiplication concepts to reason. Furthermore, the teaching activities promote subjects¡¦ mathematical learning attitude, ethnic identity, parent-child interactions, and peer tutoring. The results showed that the multiplication teaching with picture books had a positive influence on the subjects¡¦ attitude and multiplication concept. Based on research results and findings, the researcher made suggestions for teaching and future research.