The research was a quantitative research project dealing with Florida Comprehensive Assessment Test (FCAT) Mathematics scores of fourth grade students, including gifted and high-achieving students, in 2008-2009 under the exposure of daily cooperative learning in mathematics. The problem statement was as follows: In Polk County, Florida, how does cooperative learning affect the FCAT Mathematics scores among fourth grade students, including gifted and high-achieving students? The purpose of the quasi-experimental study was to explore the relationship of cooperative learning versus traditional learning on their student achievement. The null hypothesis was that cooperative learning would have no effect on fourth grade gifted Mathematics FCAT scores at an experimental school in Polk County, Florida. The findings demonstrated that there was no difference in fourth grade FCAT Mathematics scores between students who participated in cooperative learning versus traditional learning. In addition, there was no difference in fourth grade gifted and high-achieving students’ FCAT Mathematics scores who participated in cooperative learning on a daily basis in mathematics instruction versus fourth grade gifted and high achieving students’ FCAT Mathematics scores who participated in traditional learning on a daily basis in mathematics instruction. Suggestions for further research were included.