This study explores opportunities to learn mathematics problem solving for Latina/o students in 3 kindergarten classrooms in the southwest. Mixed methods were used to examine teaching practices that engaged Latina/o students in problem solving and supported their learning. Findings indicate that although students in all 3 classrooms showed growth on pre-/postassessment measures, students in Ms. Arenas's classroom outperformed students in the 2 other classrooms. More time spent on problem solving; exposure to a broader range of problems involving multiplication, division, and multiple steps; and consistent access to students' native language, Spanish, distinguished Ms. Arenas's class. (Contains 3 footnotes and 5 tables.)