This quantitative descriptive study, a collaborative effort of the research team and 316 Alabama public high school leaders is significant as it identifies the intervention strategies used in Alabama's public high schools and the school principals' perceived effectiveness of these strategies in improving student performance on the math portion of the ACT. The survey addressed specific intervention strategies/programs utilized within the schools, the perceived effectiveness of these interventions/programs, intervention class schedules, progress monitoring of students in these intervention classes, and barriers to implementation. The research team's findings revealed that explicit problem-solving instruction was one of the most used math intervention strategies. High school leaders perceived providing students with feedback (82%) similarly effective. These findings provide valuable insights into the current practices and their impact on student performance.