About seven years ago, the mathematics teachers at the author's secondary school came to the conclusion that they were not satisfied with their rather traditional geometry textbook. The author had already begun using a problem-based approach to teaching geometry in her classes, a transition for her and her students that inspired her to write about the differences in the methodology and classroom practice (Schettino 2003). This transition led her on a journey toward researching and learning about problem-based learning (PBL) in mathematics education at the secondary-school level. Her work began to intrigue her colleagues. When it came time to change their geometry textbook, instead of looking for a new textbook for the course, the author and her colleagues decided to create their own. This article discusses how one secondary school's mathematics department decides to change its geometry curriculum. (Contains 2 figures.)