The purpose of this research is to determine whether the educational practices carried out using Taped Problem (TP) interventions are effective in increasing the level of fluency in the basic division facts of a student with a low mathematical performance, whether the fluency performance of the student can be generalized to other persons and educational settings and whether the student maintains it after a certain period of time. A multiple-probes-across tasks (sets) design was used in this study. The participant is a 12-year-old, 7th grade female student continuing a general education class and who has not been diagnosed but has low mathematics performance. The findings of the study show that TP interventions are effective in increasing the level of fluency in the basic division process of a student with a low mathematical performance and that the student generalized the attained level of fluency to another teacher and education setting and that performance maintains on days 7, 14, and 21. When the findings of social validity were examined, the positive views of the teacher and the student about the intervention showed that the acceptability of the TP interventions and the results of the research were significant at a high level. Moreover, when the social comparison averages were taken into consideration, the student was detected to be very close to the fluency averages of her peers. These findings were discussed using the research in the literature.