This article describes how using candy bars as models gives sixth-grade students a taste for learning to represent fractions whose denominators are factors of twelve. Using paper models of the candy bars, students explored and compared fractions. They noticed fewer different representations for one-third than for one-half. The authors conclude that for students to gain a deep conceptual understanding of fractions, they must encounter a variety of models. The authors invite teachers to explore the candy bar model with their students and watch them develop an appetite for fractions. (Contains 3 figures.)