Fraction competence is essential for learning algebra and pursuing careers in science, technology, engineering, and mathematics. However, many children have difficulty using fractions, especially those struggling with mathematics. In this study, we examined the effect of a Tier 2 multicomponent fraction intervention for fifth graders, using a multiple-probe design across groups. The intervention included multiple instructional components: (a) explicit instruction; (b) multiple representations; (c) addressing misconceptions; (d) flexibility, reversibility, and generalizations; and (e) self-graphing. The intervention addressed fraction concepts and skills that need to be taught at Grade Levels 3 to 5 based on the Common Core State Standards for Mathematics content standards. The researcher provided the intervention in an intervention classroom at a U.S. charter school three times a week. The total session length ranged from 885 to 906 min across the groups. The results of this study indicated a functional relation between the fraction intervention, and all six students' percentages of correct answers obtained using fraction probes. The results from the fidelity of intervention and assessment and social validity during the intervention were also reported. Limitations and suggestions for future research and implications for practices are discussed.