Abstract: The purpose of the present study was first to determine the prevalence of arithmetic disabilities in elementary school and then to compare the efficacy of a combination of content based remediation along with neuropsychological training in enhancing the arithmetic ability of children diagnosed with arithmetic disability. Using a standardized battery of arithmetic tests, 44 children (3.76%) were identified as having arithmetic disorder from among 1171 boys and girls enrolled in grades 2 through 5 at schools. Prevalence rates for boys and girls were similar except among 4th graders where more girls were identified as having arithmetic disabilities. To compare the content based remediation method with a method combining content based remediation and neuropsychological training, the sample was divided into 2 matched groups: Group 1 received a combination of content based remediation along with neuropsychological training and group 2, received content based remediation alone. At the end of the interventional phase, children of both groups were administered a parallel form of the arithmetic battery administered at the beginning of the study. Findings obtained from the study demonstrated that the 2 groups differed significantly, with the children exposed to a combination of content-based remediation and neuropsychological training faring better. However, a comparison of children within grades revealed that the content-based approach failed to be effective in the higher grades. It can be concluded that supplementing content based intervention with training in attention and memory can help improve the mathematical ability of children with arithmetic disabilities.