In early November 2013, the authors started talking about visiting the Hurley School, a dual-language school in Boston, Massachusetts. The Hurley School had spent considerable time transitioning to the Common Core State Standards on literacy, but little time addressing the shifts in math. They worried that math classes were no longer rigorous enough to meet these more demanding standards. In this aritcle, a district math content specialist and a teacher leader use classroom observations to pinpoint strengths and challenges in math instruction, followed by common planning time that focuses learning around the results.