Mathematics learning standards across the United States include conceptual knowledge of numbers and use of modeling and explanation within computation. The concrete-representational-abstract (CRA) sequence and the Strategic Instruction Model (SIM) have been shown to be effective in increasing students' fluency in computation, including multiplication with regrouping, with a focus on conceptual knowledge. To date, the CRASIM multiplication research has not included a comparison to another method. The purpose of this study was to fill this gap by comparing CRA-SIM to Direct Instruction (DI). Twenty-nine elementary- and middle-level students with and without disabilities received either CRA-SIM or DI. While each program resulted in increased fluency in multiplication with regrouping, CRA-SIM led to slight increases in fluency compared to DI. Implications and program components that influenced these results will be discussed.