The so-called "good-teacher doctrine" has long perpetuated the idea that good teachers don't use pre-packaged curriculum materials. Rather, they create their own lessons intended for the students sitting in front of them. In this article, Janine T. Remillard challenges this assumption and contends that good teachers can--and should--partner with curriculum materials. "The teacher-curriculum partnerships is at its best when the distinct capabilities of each member are recognized and leveraged in support of student learning," she writes. Remillard explains the curriculum development process and how these carefully designed lessons contain pathways for learning. But she also identifies the strengths that teachers bring to the partnership, namely their ability to make modifications to serve their specific students. Remillard offers four strategies for teachers who want to make the most of curriculum materials, including how to look for big ideas, pay attention to learning pathways, anticipate student responses, and collaborate with colleagues.