This case study demonstrates the ability of high school chemistry students, with varying levels of math preparation, to experience learning-gains on state and district assessments as it relates to chemical reactions, thermodynamics, and kinetics. These advances were predicated on the use of a teaching style rooted in abstract reasoning. The methodology was presented to students and modeled by the instructor over an entire school year to reinforce key proportional relationships featured in the balanced chemical equation and related topics such as acids and bases, reaction rates, equilibrium, and conservation of matter. Despite the small sample size, there was a general increase in student success, indicated by a statistically significant difference between students receiving instruction rooted in concrete reasoning and students receiving instruction rich in abstract reasoning.