The researcher conducted a qualitative case study of two sessions of a preservice teacher tutoring a student with a learning disability on Algebra 1 content. In this study, the focus was the tutor's use of gestures overlaid on the students' offloaded work on paper to help the student make sense of the problems. The student also demonstrated how she could use gestures to communicate about mathematics. There were also considerations for determining the difficulty of which problems to pose to the student. The findings indicate that the tutor's teaching strategies enhanced opportunities for the student to make progress through the problems. However, the struggles of the student are also relevant to the field of education for understanding and addressing the needs of students with learning disabilities in mathematics.