The purpose of this study was to replicate and extend a previous study by Burns (Education and Treatment of Children 28: 237-249, 2005) examining the effectiveness of incremental rehearsal on computation performance. A multiple-probe design across multiplication problem sets was employed for one participant to examine digits correct per minute and percentage of digits correct on problems targeted during treatment and response maintenance sessions. Treatment occurred twice weekly across 12 weeks. Retention of target facts was measured prior to each treatment session. Treatment impact on generalized skills including single skill mastery probes, multiplying fractions, and word problems was examined. Results suggested that the participant achieved accurate and fluent performance on the problem sets. This performance was maintained over time and generalized to SSM, fraction, and word problem probes.