Student interest in math tends to decline over the course of a child’s schooling, beginning in upper elementary school. A novel utility value intervention was conducted for nine low-SES fifth grade students aimed at improving student interest, expectancy beliefs, and perceived utility value of math. In this one-group mixed methods pretest-posttest design, students completed a quantitative self-report survey, a qualitative four-item video reflection, and shared video responses in a group setting consecutively. These tasks were again accomplished one month later to track any changes in quantitative or qualitative responses. There were no significant changes in student interest, expectancy beliefs, or utility value pertaining to math, and there were no notable differences in how students engaged their video reflection across sessions. Despite the nonsignificant results, the qualitative findings capture a promising future for utility value discussions in small groups. Students reported feeling connected to their peers and more confident about math after the first group discussion, suggesting that there could be a strong, widespread effect in concurrence with other evidence-based teaching practices.