In the era of multi-tiered system of support approach to learning, identifying mathematical interventions that have been found to be effective for students who are struggling academically is imperative. Given the divide between instructional approaches in general and special education mathematical teaching approaches, it is important to bridge the assumed gap between instructional fields that can be vastly different in teaching and learning. This article provides practitioners and other stakeholders with some guidance that can help to prevent failure in mathematics for students with and without Learning Disabilities (LD) and effectively utilize tiered interventions at the secondary level. In this connection, most favorable learning outcomes for students occur when their skills and abilities closely match the demands of the curriculum and instruction within the classroom.