This study examines the outcomes of a teaching intervention aimed at enhancing third-grade students’ understanding of fractions in Greece through the use of enriched books from the Digital School. Aligned with the third-grade mathematics curriculum, the intervention included initial and final assessments, along with four intermediate tests during the teaching process. Data were analyzed using NVivo software, enabling a thematic analysis of (a) the effectiveness of integrating traditional teaching methods with digital tools in fraction learning, (b) student engagement, and (c) the teacher’s role in the process. The findings indicate that using enriched books positively impacts student performance and fosters a deeper understanding of new concepts. Moreover, the study highlights the teacher’s multifaceted role in providing essential support to students throughout the learning process.