This action research aimed to enhance the problem-solving skills of Grade 4 students at Clementa F. Royo Elementary School through the implementation of the A.C.T.S (Analyze, Clue Hunt, Translate, Solve) Strategy. The study addressed the common difficulty students face in solving mathematical word problems by providing a structured approach to problem-solving. A total of 25 students identified as having low problem-solving skills participated in a three-week intervention involving interactive activities aligned with the A.C.T.S framework. The procedure involved three phases: a pre-test to assess baseline skills using the Oklahoma School Testing Program (OSTP), implementation of the A.C.T.S Strategy through targeted activities, and a post-test to evaluate learning outcomes. Data were analyzed using descriptive statistics and paired sample t-tests to measure the effectiveness of the intervention. Results indicated a substantial improvement in problem-solving skills, with the average score increasing from 35.2% to 70.5% after the intervention. A paired t-test revealed a statistically significant difference between the pre- and post-intervention scores, t (24) = 30.90, p < 0.001, indicating a large effect size (Cohens d = 6.19). Qualitative data from student interviews revealed that the A.C.T.S Strategy not only improved problem-solving skills but also reduced math anxiety and increased confidence. The findings suggest that the A.C.T.S Strategy is an effective instructional approach for enhancing problem-solving skills in mathematics. It is recommended for broader implementation in math instruction, with additional focus on integrating individual tasks and interactive activities to sustain student engagement and learning outcomes.