A solid foundation in fractions is a key predictor of success in algebra and more advanced mathematics, which in turn is predictive of entry into higher education and many high-paying vocations. Yet, when fractions are introduced into the mathematics curriculum in upper elementary grades (grades 4 and 5), many students demonstrate minimal growth in fractions knowledge and some students find themselves three grade levels or more behind their peers at the start of seventh grade. Identifying the best way to meet the needs of students who struggle with fractions, coupled with validating instructional approaches that address this need, is critical. This brief paper presents research findings from an experimental study utilizing a "preventative" approach to fraction intervention for fifth-grade students that emphasizes "proactively" teaching grade-level standards in conjunction with key foundations for understanding fractions concepts and procedures. Then, six recommendations for practice and policy are presented based on findings from the research study.