A single fact-focused number-string discussion is unlikely to result in all students adopting more flexible and efficient fact strategies; however, these authors have found that repeated engagement in such discussions over time does promote student reasoning about relationships, which in turn leads to increased fact fluency. By cultivating a reasoning approach, these authors have found that students are more likely to not only achieve automaticity with basic facts, but also establish a strong foundation for using number relationships to devise multidigit computation strategies. [The research reported here was supported by Grants no. 371-2355B-5C001 and no. 371- 2356B-6C001 to Florida State University from the Florida Department of Education through the U.S. Department of Education's MathScience Partnership program.]