This action research aimed to enhance the problem-solving skills of Grade 3 learners at Sto. Niño Central Elementary School through the implementation of the CUBES (Circle key words, Underline the question, Box the important numbers, Evaluate the problem, Solve the problem, and check the answer) method. The study addressed the common difficulties students face in solving mathematical word problems by introducing a structured and visual problem-solving approach. A total of 30 learners identified as having challenges in solving word problems participated in a nine-week intervention composed of interactive, guided, and independent activities grounded in the CUBES strategy. The procedure included three phases: a pre-test to assess baseline performance, implementation of the CUBES method through focused instruction and hands-on tasks, and a post-test to evaluate learning gains. Data were analyzed using descriptive statistics and paired sample t-tests to determine the effectiveness of the intervention. Results indicated that the average problem-solving score increased from 43.56% in the pre-test to 79.56% in the post-test, indicating substantial improvement in students’ performance. Moreover, a paired t-test revealed that this difference was statistically significant, t(29) = 12.0, p < .001, with a large effect size (Cohen’s d = 2.18). Qualitative insights from student interviews revealed that the CUBES method not only enhanced comprehension and accuracy but also reduced math anxiety, increased engagement, and fostered confidence. These findings suggest that the CUBES method is an effective and learner-friendly strategy for improving mathematical problem-solving skills in the elementary level. It is recommended for wider implementation in classroom instruction, especially when paired with visual aids and structured learning activities.