The development of conceptual multiplication knowledge will assist students in making progress within current mathematics standards. Previous research has shown the concrete-representational-abstract (CRA) sequence to be successful in teaching multiplication with regrouping with an emphasis on conceptual understanding while developing fluency and procedural knowledge. Previous research taught the standard algorithm; however, standards include using multiple strategies. Therefore, the purpose of this study was to use the CRA sequence to teach multiplication using another strategy, partial products algorithm. Three elementary students with disabilities participated in the study. During regularly scheduled instruction, their special education teacher taught multiplication of two 2-digit numbers using the CRA sequence. The researchers employed a multiple probe across students design and demonstrated a functional relation between CRA instruction and accuracy and fluency in multiplication. The researchers also showed that students maintained their performance up to one year after instruction.