The purpose of this study was to investigate the effect of the Singapore Math curriculum and approach to teaching on enjoyment and knowledge in mathematics in one rural school district in north Louisiana. The quantitative data used were collected from a Math Enjoyment Inventory and a mixed skills pre and posttest. Additional supplemental data were collected from a Teacher Response Form. All data were gathered in the 2010–2011 school year, and an intact population was utilized. Participants were categorized into two groups, the Singapore Math group and the traditional math group. The participating district implemented Singapore Math in the fall of 2010 in three of the seven public elementary schools. The Singapore Math group was comprised of first-grade students in the three schools that implemented Singapore Math. The traditional math group was comprised of first-grade students in the remaining four schools. Two separate independent t-tests were calculated, comparing the inventory scores the pretest scores of the two groups. To control for any differences at the time of the pretest, an Analysis of Covariance (ANCOVA) was used on posttest data. Results indicated a significant main effect for group F (1,259) = 15.39, p < .05. Students taught Singapore Math demonstrated more knowledge of mathematics skills than students taught traditional approaches. No significant difference was found for enjoyment of mathematics t(279) = .300, p > .05. Findings will provide information to the district in the study on its decision of a possible full implementation of Singapore Math. In addition, the findings will be valuable to other schools and districts considering implementation.