We have three primary aims for our proposed project: Aim 1: We will conduct a series of rigorous, randomized controlled trials to evaluate the efficacy of the NSK intervention on student mathematics achievement in kindergarten. We will block on classroom and randomly assign students with or at risk for math learning difficulties to treatment or BAU control conditions and generate impact estimates in a large, diverse, urban school district. We will also assess whether the NSK intervention has impacts in first grade through follow-up efficacy tests for each cohort of students and examine the relationship between intervention dosage and student outcomes in the treatment condition. Aim 2: Our second objective is to test a strategic number of factors we hypothesize may interact with the treatment effect, namely, MLD status, EL status, and prior math achievement level. In addition, we will examine whether treatment impact is moderated by students’ pre-intervention scores on measures of behavioral self-regulation and their perceptions of self-efficacy in mathematics (e.g., growth mindset for mathematics learning). Aim 3: Our third objective is to collect data on classroom-level factors that may influence sustainability of implementation of the NSK intervention, including fidelity of implementation and teacher characteristics (e.g., experience using technology for instruction, perceptions of the usability and relevance of NSK), which research demonstrates plays a role in teachers’ uptake and implementation of technology.