This case study focused on the Algebraic Thinking curriculum and if it met the needs of my diverse students. I chose four students who represented a cross section of my class which included one female student who had passed the 5th grade Washington Assessment of Student learning, one female student on an Individualized Education Plan, one male student who was repeating the grade, and one male student who was a general education student. I gathered my data from the district course assessment that students were required to take three times during the year. I focused on number sense, measurement, and algebraic sense. The analysis of the data revealed that the curriculum had met the needs of some students but not all. My recommendation is to continue to study with this group of students for one more year.