This paper builds on prior work examining pedagogical strategies for the teaching of OR/MS. In particular, the authors focus on the use of framing as a pedagogical meta-framework and extend the repertoire of frames in use presented elsewhere. The purpose of framing and reframing is to improve the understanding of problems and problematic situations by providing a means of developing and synthesising multiple perspectives. Reframing also facilitates recognition and understanding of the potential biases inherent in any particular frame. This paper extends discussion of a product-mix case for which the authors had previously outlined several frames commonly used in traditional OR/MS analysis. The paper presents five further frames that draw on Goldratt's Theory of Constraints methodology and on lessons learnt from use of the case study. The paper concludes with a discussion of the effects of the different frames, the strengths and weaknesses of each, and the advantages of multiple frames.