The low performance of Grade 4 learners in the mathematical concept of word problems involving multiplication remains a concern for many researchers in mathematics education. Several studies conducted have largely focused on improving learners' performance on bare problems involving multiplication, with little focus on contextual problems. The small pilot study reported in this paper investigated the effectiveness of using arrays in improving learners' performance on contextual multiplication problems. A sample of six learners from a school in Soweto township (South Africa) was carefully selected to participate in the study. Tests, carefully designed lessons, and interviews were the major sources of data. The study found that arrays improved the overall performance of learners, and those who were initially identified as low performers showed greater improvement. The pilot study suggests that future research should focus on engaging a large sample of learners from township schools to ensure that the sample is more representative, and how teachers may be supported to use arrays when teaching contextual multiplication problems.