In the last decades, many research projects have indicated that, especially for children with mathematical difficulties, procedural training programs seem to be very helpful in promoting learning of multiplicative routines such as the times table. However, there is less knowledge about whether and how a conceptual understanding of multiplication could also be fostered in these children. A brief review of the current research in this field serves as a basis for a single-case intervention study of two at-risk children. These children's understandings were fostered in a language-sensitive way placing emphasis on the relationship of different multiplicative representations and meaning-related vocabulary associated with this operation (e.g., 2 times 4 means there are 2 groups of 4 each). In-depth analysis of the individual learning trajectories of these two children show that at-risk children can understand such multiplicative concepts if the children start to think in groups of equal sizes.