Students with mathematics difficulty, especially students with disabilities and emergent bilinguals, require careful consideration during word-problem instruction. Word problems that include relational terms such as more but are not easily solved using the implied operation (i.e., addition) can be particularly challenging. First, we summarize a previous analysis of how Grade 3 students solved these kinds of word problems. Then, we describe strategies that may support these learners, including using an attack strategy, implementing schema instruction, exposing students to a variety of word problems, and embracing culturally responsive instruction.