Teachers’ views on practical work and their classroom practices were investigated to confirm or refute existing assum ptions and literature claim s. The teachers were from two primary schools in a rural area of the Hammarsdale Circuit in KwaZulu-N atal, South Africa. Questionnaires in which teachers expressed their views on practical work and fraction teaching were adm inistered to teachers. Lessons on the division of f ractions were ob served to determ ine teachers’ practices in relation to the researcher’s assum ptions and claim s by literature. Data yielded by these rese arch instrum ents confirm ed assum ptions and literature claim s. Although this was a sm all-scale, qualitative study, interesting observations were m ade that could have pedagogical im plications.