Children with Mild Intellectual (IM) Disabilities are often taught addition and subtraction algorithms through the use of rote learning models which fail to enhance problem solving skills among such students. Recent developments in other curriculum areas suggest that there are alternative process oriented models which may be more successful in ameliorating successful problem solving strategies among such students. This research attempts to contrast one such model, Quality-Sameness Analysis (QSA), with more conventional and currently implemented rote learning systems such as the Computational Skills Program (CSP). In addition it is proposed that the use of calculators to solve conventional algorithms will free cognitive functioning among IM students and enhance the acquisition of problem solving skills. Preliminary results confirm the QSA as a powerful process oriented model with considerable potential in the IM classroom and the major contribution that the use of calculators can make in the acquisition of problem solving skills among IM children.