A literature review shows a threefold problem consisting of disproportionally low participation in mathematics education, underachievement in mathematics, and under-representation in mathematics-related careers by Hispanics. Contrary to the belief that the poor showing by Hispanics in mathematics may be due to a lack of ability or motivation, previous research attributes it to policies, practices, and attitudes of school personnel that are incongruent with the values, learning styles, and curriculum needs of Hispanics. Research recommendations focus on: (a) the Hispanic child's cognitive and affective styles, (b) methods of reaching mathematics ro Hispanics, and (c) scope, sequence, and format of curriculum. The implementation of experimental projects is also recommended.