This quantitative descriptive study aims to identify the intervention strategies used in Alabama's public high schools and obtain the school principals' perceived effectiveness of math intervention strategies to help students perform at high levels on the math portion of the ACT. The research team sent a survey to 316 Alabama public high school leaders in schools with a grade configuration of 9-12 or 10-12 (with a response rate of 25.63%). These school leaders were sent a Qualtrics survey, "Perceived Effectiveness of Math Interventions," via email, which included 30 questions (26 closed-ended and four open-ended) that addressed specific intervention strategies/programs utilized within the schools, the perceived effectiveness of these interventions/programs, intervention classes scheduled during the day, progress monitoring of students in these intervention classes, as well as barriers to proper implementation of an effective intervention program. The research team found that the most commonly used math intervention strategy was "Explicit Instruction in Solving Problems" (76%). High school leaders perceived "Providing Students with Feedback" (82%) as the most effective intervention strategy. Lastly, the research team concluded that the majority of schools that do have intervention built into the school day have an intervention class of 31-60 minutes (43%) daily (62.7%). Additionally, the research team identified several implications for school/district leaders and teachers, suggesting further research to guide high school leaders in finding best practices to increase student engagement, aid in increased instructional effectiveness, and improve progress monitoring of students. [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.]