The purpose of this study was to examine the influence of active teaching method onrngrade three mathematics achievement. Active teaching (other terms are alsornsynonymously used throughout the paper), as the process-product research approachesrnexplain, refer to teacher behavior in the classroom. Identified with the teaching model,rnthere are thirty four teacher behaviors categorized in five blocks (see Appendix II). Thernsubjects taken for this study were IS grade three mathematics teachers randomly selectedrnfrom 10 primary schools in Mekelle and their students as well. The students (numberingrn808) of these teachers were tested at the beginning and end of the training program. Thernteachers were randomly assigned to three groups: trained teachers observed whilernimplementing the method, trained teachers but unobserved and untrained teachers whornsimply taught in their style and hence 5 teachers in each group. Both trained groups (thernobserved and unobserved teachers) were given a 24- page manual on the teaching modelrnand were also trained for five days lasting two hours each. Then, starting the first week ofrnNovember they continued to instruct in their regular teaching schedules during the studyrnperiod. Both the trained observed & untrained teachers were observed three times eachrnspaced nearly a month so as to see to what extent the teaching behaviors suggested in thernmanual were implemented. The trained unobserved group was simply used to seernwhether the presence of the observer (video recorder) had an effect to the trainedrnobserved teachers. The proportions of implementation of the teaching behaviors by bothrnobserved groups were computed using percentages and the impact of these teachingrnbehaviors or the influence of the active teaching model on student achievement at therngrade level was analyzed using the t-test. The statistical impact on student achievementrnwas accepted as significant at 0.05 a level or better.rnResults of the analysis revealed that the proportion of implementation of most of the teachingrnbehaviors was greater in the trained observed teachers than in the untrained teachers. Similarly,rnposttesting results indicated that students taught by the trained teachers had better mathematicsrnmean scores than students of the untrained teachers and hence could be concluded that activernteaching method had an influence on student academic achievement.