This study investigated student and teacher perceptions of Mega Math Workshop, a model combining learning stations, small-group intervention, cooperative learning, and content repetition, as well as its effect on academic achievement. The researcher used surveys, student work samples, interviews, and observational notes to compile data. The qualitative data was analyzed using the constant comparative method, and the quantitative data was analyzed according to measures of central tendency. This data showed a large range in student perspectives on Mega Math Workshop, both negative and positive. Generally, students had a positive opinion of Mega Math Workshop, and their achievement was not adversely affected. The classroom teacher, however, had a more neutral opinion, seeing the opportunities for growth and change
