While comparing multiple strategies is known to foster mathematical proficiency, the efficacy of this approach depends heavily on the quality of its implementation. This study examined the critical role of instructional quality in facilitating analogical reasoning through structured strategy comparisons in Grade 10 Algebra classrooms. Utilizing a quasi-experimental design (6 teachers, 251 students), we applied Bayesian multilevel modeling to evaluate the Comparing and Discussing Multiple Strategies framework (Durkin et al., 2021) within a new cultural and curricular context. Results confirmed significant improvements in students' procedural flexibility, although gains in conceptual and procedural knowledge were less promising than in previous studies. Notably, while teacher efficacy beliefs remained stable, student learning outcomes were significantly moderated by the observed quality of instruction. These findings highlight the complexities of enacting analogical reasoning in diverse settings and offer implications for the design of culturally responsive teacher professional development.