This qualitative single exploratory case study explored instructional practices of third, fourth, and fifth grade teachers to explore how Florida students with learning disabilities at the elementary school level perform on statewide mathematics assessments of learning following both cognitive and metacognitive skills development. Theoretical foundations for this study included the environmental or extrinsic theory of ability and the maturational or intrinsic theory of ability. The purposive sample consisted of 10 third, fourth, and fifth-grade teachers employed by a public school district in central Florida. Semi-structured teacher interviews, classroom observations, and student performance on weekly classroom and statewide assessments in mathematics were analyzed to determine how teachers' instructional strategies influenced student performance. Methodological triangulation of these three data sources and thematic analysis revealed 10 major themes. four overarching themes relating to teaching cognitive skills to students with disabilities. Differentiated Teaching--Small Group, Interactive Teaching--Whole Group, Direct Instruction--Whole Group, and Independent Seat Work were proven to have a favorable effect on student performance but not in isolation. These cognitive strategies were found to be most effective when combined with metacognitive strategies. Six overarching themes involving metacognitive skills development in students with disabilities surfaced during this study. These metacognitive skills were Questioning and Prompting, Making Connections, Positive Classroom Climate, Review and Practice, Variety of Methods, and Problem Solving. It was determined that students with learning disabilities at the elementary level perform better on statewide assessments of learning in Florida, following both cognitive and metacognitive skills development.