As beginning teachers start to recognize the complexity of teaching mathematics in elementary school classrooms and how their new vision for teaching mathematics creates new challenges, they experience discomfort--a healthy awareness that much is to be learned. Brousseau (1997) notes that changes in the roles that are implicitly assigned to the mathematics teacher and students can result in frustration on the part of students. As beginning teachers learn to see mathematics as more than memorizing facts and procedures, they benefit from the fact that many of them did not experience success in their own experience with mathematics. The benefit is that they see a need for change in the way mathematics is taught. Teachers want their students to be successful with mathematics and to have a deeper understanding than they did. The strategies that are described in this article encourage beginning teachers to address challenging questions about mathematics content and the teaching and learning of mathematics.(Contains 1 figure.)