When Geometry teachers pose proof problems to students, it is the teacher who provides the givens and the statement to be proven; we hypothesize that teachers of geometry recognize this to be the norm. This study examined teachers' decision-making in regards to the posing of a proof problem, and whether recognition of this norm accounted for the decision made. Results of a multinomial regression indicated that the more participants recognized that norm of posing proof problems, the less likely they were to select an action that breached the norm. [For the complete proceedings, see ED584829.]