This study was designed to investigate the relationship between the level of conservation of displaced volume and the degree to which sixth-grade children learn the volume algorithm of a cuboid, namely, volume equals weight times length times height. The problem chosen is based on an apparent discrepancy between the present school programs and Piaget's theory concerning the grade level at which the volume algorithm should be introduced. Subjects were chosen from three suburban schools in British Columbia and classified as conservers, partial conservers, and non-conservers, using a judgment-based test of volume conservation. The students were divided into three groups, two designated as experimental and one as a control group. One experimental group was taught the algorithm with the standard approach used in North America, with the second experimental group taught with a method emphasizing multiplication skills. Data showed that sixth graders could apply the volume algorithm to computation and comprehension questions regardless of their volume conservation level. There was also noted improvement of students' conservation levels regardless of their volume achievement scores or their treatments. (MP)