Students lacking automaticity of multiplication facts puts them at a disadvantage when learning fifth grade mathematics standards. If students need to use a multiplication chart, or use tally marks, or repeated addition to solve multiplication problems, they struggle to move forward with standards, which involve exponents, fractions, area, and volume. This study sought to answer the following question: Can interest centers help students gain automaticity of multiplication facts? Student interest centers were implemented from October 2020 to January 2021 with the remote and hybrid students in my fifth-grade classroom. Students were given a student interest survey to create student interest centers. Surveys showed that students enjoyed dancing, technology, music, and drawing. From this survey, centers were created that engaged students to gain automaticity of multiplication facts. In addition, the district multiplication and division test that is administered to students at the end of the first marking period was given to students as a pre-test. Data were collected weekly to measure student growth on weekly multiplication assessments. At the end of the unit, the same multiplication and division was again administered to the students in the study. Students were able to correctly solve more problems on the post-test than the pre-test. Furthermore, all students showed an increase of the number of multiplication problems they were able to solve on their weekly multiplication assessments. Overall, students showed growth in the data that were collected during the study. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]