The main strand of the NRICH project is the NRICH website (http://nrich.maths.org), which was set up in 1996 to cater for secondary-aged pupils who were attending mathematics master-classes at the Royal Institution. By 1998, problems aimed at primary children were included and the site began to provide for students aged five to 18-plus. At this time, the material was still principally used to meet the needs of mathematically "gifted and talented" pupils. However, as the wealth of problems grew, teachers of lower-attaining secondary students began to use what were labelled as "primary resources" in their classrooms. This, along with a growing body of research evidence, meant it became important to shift the website's focus. In this article, the author outlines her Master's research into using NRICH resources to promote mathematical enrichment for all. Her study was undertaken from a social constructivist perspective and used a case study approach. The author identified that mathematical thinking had indeed taken place and was provoked in four ways: (1) teacher; (2) situation; (3) self; and (4) pupil. The four modes of provocation as well as some conclusions and reflections are presented. (Contains 4 figures and 2 tables.)