This study investigated the relationship between the level of conservation of displaced volume and the degree to which sixth graders learn the volume algorithm of a cuboid, i.e., volume = length x width x height (v = l x w x h). The problem is a consequence of an apparent discrepancy between the present school programs and the theory of Piaget concerning the time to introduce the volume algorithm. Data showed that sixth graders could apply the algorithm to computation and comprehension questions regardless of their volume conservation level. There was also an improvement of students' conservation levels regardless of their volume achievement scores or their treatments. (Author/MK)