This article provides an example of how one sixth-grade classroom teacher and an instructional coach built a bridge for students in a grade 6 self-contained classroom to support their conceptual understanding and procedural fluency with dividing fractions. Baseline data showed that most of the students in this class had mastered only the identification of unit fractions and had very little, if any, understanding of operations with fractions. Each step of the process is described. This process has also been adapted by other teachers during pull-out intervention and push-in support.