<p>Students are failing to meet nationwide standards in math, which are best served with targeted interventions. Though there are numerous interventions to address these concerns, there is limited adoption of strategies to support students at-risk of math failure, who in turn, may be more susceptible to social-emotional and behavioral challenges. Combined interventions are a viable option for addressing math and social-emotional learning simultaneously. The present study employed a randomized concurrent multiple baseline across participants design to assess the impact of a math only intervention and then combined intervention on math and SEL skills for at-risk second grade students. Following baseline, students received a math only intervention and then the combined intervention. The math intervention resulted in an increasing trend of math computation accuracy that continued in the combined intervention phase. The combined intervention led to continued gains in math computation accuracy, but also improved social emotional learning per the student-completed proximal measure and mixed outcomes per teacher-completed measures. Implications of these findings for future research on combined interventions and efficiently supporting students at-risk across competencies are described. Impact Statement: For the many students who have challenges across academic and behavioral domains, there are implementation challenges with making sure they access appropriate interventions. In this study, a combined intervention (math and socio-emotional learning [SEL]) produced the same gains as the math intervention alone for math competencies and modest gains for SEL outcomes.</p>