Currently, much debate exists nationally regarding how to define and measure teacher effectiveness. Educators and researchers agree that adaptability is an important aspect of teacher effectiveness. Teachers must adapt their instruction to navigate the complexity of classroom instruction. However, little research has specifically examined teacher adaptations. Building upon beginning efforts to document teacher adaptations, this study examines one teacher's adaptations, her reflections on her adaptations, and her students' reflections on adaptations. Students' reflections on adaptations have the potential to provide insight into the effectiveness of teachers' adaptations. This case study provides empirical evidence illustrating the complexity of classroom instruction and the knowledge this teacher used to navigate this complexity. Student reflections demonstrated that they generally found the teacher's adaptations helpful.