The adoption of the Common Core State Standards for Mathematics (CCSSM) (CCSSI 2010) has caused a shift in the expectations for student learning, with implications for teaching. It has also introduced a new kind of standard focused on the way that students think about content in the form of the Standards for Mathematical Practice (SMP). The SMP presents both an opportunity and a challenge to rethinking the kind of teaching practice that will develop mathematically proficient students. This article sheds light on five myths regarding the SMP: (1) Every lesson must incorporate all eight SMP; (2) Students can engage in only one mathematical practice as they work on a task; (3) The mathematics task alone determines which mathematical practices students will use; (4) Only specialized tasks can be used to develop mathematical practice; and (5) Mathematical practice can be taught separately from mathematical content. This article provides suggestions to help teachers align instruction to the SMP in ways that are productive, manageable, and true to the intentions of CCSSM.