The findings reported in this paper were generated from a case study of teacher leaders at a state-level mathematics conference. Investigation focused on how participants viewed the mathematical processes of communication, connections, representations, problem solving, and reasoning and proof. Purposeful sampling was employed to select nine participants who were then interviewed and observed as they presented a session at the conference. Participants' statements revealed differences in their views of mathematical processes. The analysis led to an emergent framework for views of mathematical processes that includes three levels: participatory, experiential, and sense-making. Implications are shared for mathematics methods instructors, professional learning, and research. Discussion also relates the framework to the Standards for Mathematical Practice.