Through policies like No Child Left Behind, the federal government incentivized the use of student performance data as a core strategy for improving student achievement. The assumption behind these efforts is that data will be used to guide teacher practice and promote high-quality instruction. This study examined how teachers describe using data in their instructional practices. Findings reveal that few teachers were able to articulate an ability to bridge the divide between using data to identify students in need of help and using data to modify instruction. We discuss factors that supported or impeded educators' use of data.