In this study, we examined how curricular resources supported three expert teachers in their enactment of progressions. Using a video-stimulated interview process, we documented the multiple types of progressions identified, described, and enacted by the teachers. Results indicate that the teachers used four different types of progressions--mathematical concepts, instructional activities, number choices, and student solutions--and that the progressions were embedded within each other. This study contributes to the field's understanding of the ways in which expert teachers make use of curriculum- and research-based progressions in their teaching practices.