Order of Operations is a topic in mathematics learned at an early age. Researchers have indicated students incorporate a multitude of unique approaches to evaluating expressions. The unique approaches indicate the variety of perceptions students have for the order of operations. Researchers have also recommended mathematics teachers provide a refresher on how to apply the order of operations in various math classes. This thesis presents a brief history of the conventional order of operations, research on why students approach expressions differently, and data from a survey gauging participants’ understanding of order of operations.