The purpose of this article is to explore some research into teaching and learning algebra, and to consider related classroom issues. This leads to the development of diagnostic instruments that may be used by senior secondary teachers as students leave the middle years and embark on rigorous mathematical study. It also outlines an effective strategy for remediating algebraic difficulties and misconceptions. This discussion, in part, parallels recent work by Ball, Stacey and Pierce (2001) and Pierce and Stacey (2001).