American students perform poorly on national and international comparisons of mathematical skills. While mathematical competence comprises a broad spectrum of skills, and is based on a wide range of underlying cognitive correlates, there is clear evidence that students who do not achieve automatic recall of number bonds and combinations are likely to have significant difficulties with mathematics or will be identified with a math learning disability. Classroom teachers have received mixed messages over the last 20 to 30 years, as rote memorization has been de-emphasized in favor of exploratory learning, while automatic recall of facts has been added to the state content standards and is expected to be mastered by the end of third grade. This phenomenological study used a structured interview format to examine the practices and perceptions of ten first through third grade teachers with regard to memorization of math facts. Responses interpreted through the grounded theory approach suggest that little time is dedicated to rote memorization within the school day because of time constraints, and that parents are expected to assist struggling students at home. Participants' responses indicated some common perceptions and practices, as well as some varied instructional methods and procedures. Findings are discussed within the framework of the RtI model, and implications for early identification, classroom intervention, and staff development are discussed.