Of the four mathematical operators, division seems to not sit easily for many learners. Division is often described as "the odd one out". Pupils develop coping strategies that enable them to "get away with it". So, problems, misunderstandings, and misconceptions go unresolved perhaps for a lifetime. Why is this? Is it a case of "out of sight out of mind?", or "least said soonest mended?", or maybe it is a case of "let sleeping dogs, or lions even, lie". However, to ignore this sense of unease with "division", is not a viable long term option. Here, the authors offer a more considered approach to issues that have the potential to blight mathematics for many learners.