Productive adaptations at the classroom level are evidence-based curriculum adaptations that are responsive to the demands of a particular classroom context and still consistent with the core design principles and intentions of a curriculum intervention. The model of design-based implementation research (DBIR) offers insights into complexities and challenges of enacting productive curriculum adaptations. We draw from empirical research in mathematics and science classrooms to illustrate criteria for productive adaptations. From these examples, we identify resources needed to encourage and sustain practices to promote productive adaptations in classrooms.