Engaging all students in grade-level mathematics is often a challenge for teachers, especially in diverse urban classrooms. Too often in her role of supporting the development of effective practices with middle school teachers, the author observes traditional classroom instructors presenting information and demonstrating procedures. In this typical setting, students watch the teacher work hard, but they are not necessarily engaged or able to understand the material. Teachers need to transition to classrooms where students work hard building understanding and where the teacher, who continues to work hard, assumes different roles. The middle school math teacher should be a coach, mentor, and facilitator, not a purveyor of information. This article presents a story of Adam, a teacher who changed his practice to meet the needs of all students while maintaining high expectations for all. (Contains 7 figures.)