Many students find the leap from arithmetic to algebra a difficult one to make, and current literature suggests that a number of the common misconceptions held by students arise as a result of the methods which teachers use to present algebra. The abstract nature of algebra makes it difficult for students to grasp; students also struggle with the multiple meanings that can be held by mathematical signs and symbols and further with the different roles that letters can play in representing numbers; linguistic interpretation can also impede students' attempts to solve algebraic problems. This article describes the classroom research conducted by the author to investigate whether students at her school would achieve a better understanding of algebra if her methods of teaching were adjusted to take these issues into account. Her research involved two Year 7 mathematics classes: the focus group, whose teaching was designed to overcome the students' problems identified in the literature; and the control group, who were taught algebra using more traditional methods. Both groups were introduced to algebra over five lessons and given a test and an attitude questionnaire before and after these lessons. Students in the focus group were asked to respond to writing prompts for their homework after each lesson. A selection of students from both groups was interviewed on the basis of their test and questionnaire responses. (Contains 1 figure.)