Math manipulatives are designed to help students visualize and maneuver math concepts. Many studies have been conducted using manipulatives in a single-grade classroom. The purpose of this quantitative study was to determine the impact of a structured manipulatives program, which had been aligned with standards and all textbooks, on students' attitudes toward mathematics success in a multigrade classroom. Most teachers are not trained to align curriculum, coordinate activities, and manage children at the various grade levels in a multigrade classroom. Brain based learning proponents argue that only information of interest to the brain will be recognized as important. Learner centered theorists suggest that maximum learning can only take place when the classroom environment is cognizant to the needs of the child. This quasi-experimental, quantitative study used a single-group interrupted time-series design. A survey measured student attitudes towards math. An observational checklist measured time spent completing math assignments. The related-samples t statistic analysis indicated significant improvement in student attitudes toward math success, confidence, anxiety, and usefulness of math. The related-samples t statistic analysis also indicated significant improvement of time students spent completing math assignments while using structured manipulatives. A recommendation for teachers of multigrade classrooms is to use structured math manipulatives to enhance student attitudes towards math. Implications for social change include improved student attitudes towards mathematics, which may lead to mathematics success and mathematics achievement.