The aim of the study was to investigate the teaching of fractions by Ordinary level mathematics teachers at Radcliff high school in Zimbabwe. The main objective of the study was to establish how teachers teach the concept of fraction and to find out why they teach in the manner they do. A case study research design was used and purposive sampling was implemented from the whole population of mathematics teachers at the school to select the sample for the study. The sample consisted of three "O" level mathematics teachers. Documentary analysis, lesson observations and interviews were used to collect data to answer the research questions. The collected data was qualitatively interpreted and analyzed. The results of the study revealed that teachers use traditional methods which are anchored on practice of problem tasks, exemplification (teaching by giving examples), drill and teaching of rules and algorithms in the teaching of fractions. Post data interpretation led to the findings that teachers promote procedural understanding of the concept of fraction. The way they teach is heavily influenced by their beliefs on teaching. They believe that giving worked examples and having students to follow rule based procedures will enhance the students' problem solving capabilities. As justification of their strategy, teachers cited shortage of time to prepare for the lessons, examination driven curriculum and limited resources. Basing on these findings, the researchers recommend staff development workshops and seminars to equip teachers with skills which will enable them to employ child centred teaching strategies that may result in the conceptual understanding of fractions. (Contains 3 figures and 1 table.)