This mixed methods study looks at the development and implementation of a mathematics intervention program that develops elementary students’ fluency with math facts. Based on a previous version of the program, this iteration includes a scaling up, with implementation and assessment occurring by multiple teachers and support staff at the school. This study describes key features of the program for grades 2–4, including structures and tools for assessing students’ fact fluency and just-in-time professional learning support for teachers. A mixed methods approach will be employed, with qualitative methods used for describing the development and implementation, and quantitative methods used to study the extent to which the Tier 2 intervention program supports student success on grade level content.