Fractions are an integral part of the mathematics curriculum. Most students acquire proficiency with these concepts during the course of their elementary education and are usually able to perform basic fractions operations when reaching middle-school age. However, a considerable number of students require extra help to not fall further and further behind in the curriculum. In this study, we extended the use of a simple strategy (Look, Ask, Pick; Test & Ellis, 2005) that holds the potential to help students with problems understanding and working with fractions catch up with their classmates. We applied a multiple-baseline design across four struggling sixth graders. After receiving the instruction, all participants' performance on fractions improved significantly; moreover, they viewed the strategy as highly useful. Limitations of the study, future directions of research, and implications for teachers regarding the instructional utility of the intervention are discussed.