Noting the current push for rigor in secondary school curriculums (the lead member of the "new three Rs" of rigor, relevance, and relationships), Washor and Mojkowksi take a closer look at the prevailing conception of rigor. They argue that a narrowly defining a rigorous curriculum as one with more advanced courses and more factual content constrains teaching that could lead to deep learning. The authors define rigorous learning as learning that involves immersion in a subject over time, use of sophisticated resources, and the guidance of expert practitioners. They give examples of rigorous learning and work in school and nonacademic settings. They describe five strategies, used in the Big Picture school reform approach, to bring rigor to student work.