There has been an emphasis in some science courses to focus more on teaching conceptual knowledge. Though certain innovations have been successful in increasing student conceptual knowledge, performance on quantitative problem-solving tasks often remains unaffected. Research also shows that students tend to maintain conceptual and quantitative knowledge in different mental domains. Traditional end-of-the-chapter problems typically have either a conceptual focus or a quantitative focus. This paper discusses the potential of multi-part problems that ask students the same question in both a conceptual and a quantitative way. The author highlights his recent experience using these problems in an upper-level economics course.