An eight-week summer intervention program in a low-performing middle school in Southern California applied Robert Moses‘ Five-Step Approach outlined in Moses & Cobb (2001). The Teachers Radically Enhancing Edu-cation (T.R.E.E.) Project brought hands-on, experiential mathematics teaching to 20 Latino English Language Learners who failed one or more courses in the previous academic year. At the end of the eight-week program, the 20 students showed improvement in mathematical performance and behavior. An original activity plan cre-ated by the participating pre-service teachers based on the Five-Step Approach is included.