Students often have difficulty understanding fractions, in general, and understanding how to multiply fractions, in particular. To move past this potential problem area, students need to develop a deeper understanding of multiplication and connect the ideas to fractions. In this article, the authors share their insights into teaching fraction multiplication, with a specific emphasis on the impact that two different models--using a number line and folding paper--had on students' understanding and how they sequenced these models for instruction. (Contains 5 figures.)