In 2007, a group of mathematics educators and researchers met to examine rational numbers and why children have such an issue with them. An extensive review of the literature on fractional understanding was conducted. The ideas in that literature were then consolidated into a theoretical framework for examining fractions. Once that theoretical framework was in place, it was decided that we would utilize this framework to develop an assessment of student understanding of fractions and to create lessons that would hopefully impact the understanding of the participating students. The intent of this paper is to describe that journey to examine the past research and theory around fractional understanding that lead to a theoretical framework. The paper will also share this framework, as well as provide some information about the instruments and lessons that were created as a result. (Contains 2 figures.)