This single-case study assessed the effectiveness of a mnemonic pegword strategy designed to enhance the multiplication fact fluency of three 6th-grade students who demonstrated persistent learning difficulties in mathematics. A nonconcurrent multiple baseline across subjects design was utilized, incorporating 3-5 baseline sessions followed by 10-12 intervention sessions. The results indicated a noticeable, gradual improvement in the learners' ability to recall multiplication facts involving two-digit numbers quickly and accurately. Interviews conducted with the participants to assess the social validity of this approach revealed agreement and enthusiasm for the continued use of the strategy. Although acknowledging certain limitations inherent in this research, these results support the continued use of this intervention to aid students who struggle with basic multiplication. Further investigations are warranted to determine the generalizability of these findings and to address the study's inherent limitations.