Fractions are a fundamental component of the school mathematics curriculum, and most students achieve proficiency in these concepts during their elementary education. However, a significant proportion of students still encounter challenges in this area even after entering secondary education, necessitating additional support to prevent further academic setbacks. This study aimed to replicate and extend the application of a simple strategy, namely "Look, Ask, Pick," which shows promise in addressing difficulties related to fractions. Using a multiple baseline design, we worked with four struggling sixth-grade students. Following the implementation of the intervention, all participants demonstrated significant improvements. However, a two-week follow-up assessment revealed that only three out of the four students were able to maintain their heightened skill levels. The study discusses its limitations, proposes avenues for future research, and presents implications for educational practice.