In this exploratory study, we examined the effects of a quantitative reasoning instructional approach to linear equations in two variables on community college students’ conceptual understanding, procedural fluency, and reasoning ability. This was done in comparison to the use of a traditional procedural approach for instruction on the same topic. Data were gathered from a common unit assessment that included procedural and conceptual questions. Results demonstrate that small changes in instruction focused on quantitative reasoning can lead to significant differences in students’ ability to demonstrate conceptual understanding compared to a procedural approach. The results also indicate that a quantitative reasoning approach does not appear to diminish students’ procedural skills, but that additional work is needed to understand how to best support students’ understanding of linear relationships.