This paper presents primary school teachers' perceptions associated with their engagement in a project aimed at building Year 3 and Year 4 students' number fact and computational fluency. Throughout the project, teachers were provided with classroom ideas and suggestions for engaging students in number fact practice and for generating student discussions about computational strategies. They were also presented ideas for a teaching sequence for building number facts through thinking strategies; that is, a strategies approach. The impact of this program, through survey responses reveal marked shifts (pre- to post-project) in teacher attitudes, skills, knowledge and practices around teaching fluency with number facts. The impact of the teacher implementing a strategies approach to teaching number facts and computational fluency is discussed.