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The aim of this research is to explore whether using different approaches to finding the gradient of a straight line results in better conceptual understanding of gradient and tools to attempt questions about straight lines and linear relationships in different contexts. The research was carried out in the context of a department that does not feel it teaches gradient of straight line well and is facing the prospect of greater emphasis on working with linear relationships in the new Mathematics GCSE. An action research model was adopted with lessons taught by colleagues with the control groups observed and used as the basis for devising a series of intervention lessons. These lessons used different approaches to linear relationships including looking for increments in tables of values and describing the relationships between variables in sentences based on the definition of gradient as well as the traditional rise/tread approach used with the control groups. Pre- and post- tests were used with both the control and intervention groups to investigate the effect of the intervention; these tests were analysed both qualitatively and quantitatively. Analysis of the quantitative results did not show any significantly higher level of attainment for the intervention group either relative to the control groups or the baseline data for the whole cohort. However, qualitative analysis on an individual level suggests a greater breadth of understanding for the intervention group which puts them in a better position to attempt questions in a variety of contexts.