Twenty-four Grade 5 students participated in clinical interviews where they solved integer multiplication number sentences. Drawing on the theoretical perspective of strategies that students use with whole number multiplication and integer addition and subtraction, we describe the strategies that students employ when negative integers are incorporated with multiplication. The students, although drawing on similar strategies for whole number multiplication (e.g., repeated addition, direct modeling), used these strategies differently (e.g., using Unifix cubes to represent -1). The students also used unconventional strategies for solving integer multiplication, such as analogies and invented procedures. The results highlight the important constructions of students prior to formal instruction on integer multiplication, where prior research has been mainly situated in thinking about integer addition and subtraction. [For the complete proceedings, see ED606531.]