Word problem solving, much like reading comprehension, is an amalgamation skill. Students must leverage multiple skills to successfully attack and solve math word problems. Research has consistently shown the benefits of enhancing students’ knowledge of word problem structures through schema instruction. We will focus on identifying (a) skills that promote word problem solving proficiency, (b) core elements of an attack plan for word problem solving, (c) the core additive structures, and (d) the scope and sequence and instructional tactics aligned with schema instruction.