Students with disabilities included in general education settings often require varying levels of supports and services to execute classroom routines effectively while maximizing their learning opportunities. One support that holds potential to increase outcomes for students with disabilities in general education settings is peer tutoring. Therefore, the purpose of this study was to determine the effects that a targeted, unidirectional tutoring intervention had on the math outcomes for students with learning disabilities in a Secondary Mathematics I class. High school students that had advanced skills in mathematics served as interventionists (i.e., peer tutors) and were trained to deliver the unidirectional tutoring intervention to students with learning disabilities who were identified as low achievers in mathematics. All three tutees increased their criterion and normative (i.e., as compared to their peers) performance on teacher-developed weekly mathematics quizzes when receiving the tutoring intervention. Furthermore, all three tutees increased their quantity and quality of mathematics problems completed as well as academic engagement during the tutoring intervention. Finally, tutees, tutors, and a general education teacher indicated that they perceive the unidirectional tutoring intervention as effective and socially desirable.