Understanding related to fraction concepts is a critical prerequisite for advanced study in mathematics such as algebra. Therefore, it is important that elementary students form conceptual and procedural understanding of fractional numbers, allowing for advancement in mathematics. The concrete-representational-abstract (CRA) instructional sequence of instruction has been shown to be an effective means of teaching conceptual understanding of fractional numbers. The purpose of this study was to compare the effects of CRA with remedial multitiered systems of support (MTSS) Tier 2 instruction for teaching fraction concepts. Thirty-one fifth-grade students participated in two different Tier 2 interventions; one group received typical Tier 2 instruction with their general education teachers and the other received CRA instruction with the researchers. The researchers measured student performance using a pretest and posttest and found significant differences in progress favoring the CRA group. Results and implications are discussed.