The purpose of this study were to explore how effort-attributional feedback influenced mathematical learning disabled students' selfafficacy, achievement motivation, and mathematical skillful performance and also to investigate how verbalizational training strategy affected these achivement behaviors. Students received training and solved problems over sessions. Students in the first condition verbalized aloud while solving problems, those in the second condition verbalized only during the first half of training (discontinued verbalization), and those in the third condition did not verbalize (no verbalization). All students were periodically monitored and received effort feedback during the first half of training, effort feedback during the second half of training, or no effort feedback. Continuous verbalization led to higher self-efficacy, achievement motivation, skillful mathematical performance than did discontinued and no verbalization; providing effort feedback promoted these achievement behaviors more than not providing feedback did. Effort feedback enhanced effort attributions. The results revealed that effort-attribution feedback and verbalization training treatment led to positive influences with mathematical learning disabled students.