The purpose of this action research paper was to explore the effects of timing of feedback on progress monitoring scores for students in special education. Ten students, grade nine through eleven, completed AIMSweb math application progress monitoring twice per month and received feedback on their results. The control group was provided with delayed feedback during the week in between testing periods while the treatment group received immediate feedback after completing the probe. Feedback consisted of the total number of points earned, what questions were answered correctly, and the researcher working through missed problems with the student. All students were provided with the same feedback. Data was collected over the course of four testing periods in seven weeks. The findings in this study indicated no significant difference between immediate or delayed feedback on student performance.