This report describes a program for increasing students' ability to simplify square roots. The targeted population consisted of high school students in a rural community in a midwestern plains state. The problem of the ability to understand the abstract algebraic process of simplifying square roots was documented through teacher-made tests, teacher observation, and poor/inadequate homework. Analysis of probable cause data revealed that early teens may not have the cognitive ability to simplify square roots using an algebraic method based upon the mathematical/logical intelligence. The understanding of abstract concepts appears to be related to the way in which students perceive their own thought processes. A review of solution strategies suggested by knowledgeable others, combined with an analysis of the problem setting, resulted in selecting an intervention consisting of a visual approach to simplifying square roots. The students were encouraged to use their choice of the algebraic or the visual method. Post intervention data indicated an increase in the targeted students' ability to simplify square roots through the use of the visual method presented in this report. Additional analysis of the data indicated a preference among the students for the visual method as compared to the algebraic method. (Contains 20 references.) (Author)