In this rejoinder to Baroody and colleagues (2007), I point out that there are several areas of agreement between my position and that of Baroody et al.--most notably that both procedural knowledge and conceptual knowledge are of critical importance in students' learning of mathematics. However, there are issues on which Baroody et al. and I do not agree. In particular, I elaborate on the idea that procedures can be known deeply, flexibly, and with critical judgment--positive learning outcomes that are exclusively about students' knowledge of procedures and not necessarily a result of connections to conceptual knowledge.