The question of how best to teach mathematics has been up for debate for decades. Traditionalists push for a back-to-basics type education, while reformers seek to teach students for understanding. At the same time, many teachers are dealing with their own feelings of anxiety about math. While it often appears that this debate must end in an either-or solution, perhaps the best way forward would be to seek a balanced solution. Teachers could be supported through this process of change with a combination of quality professional development and opportunities to engage in professional learning communities. Finding a way to strike a balance and end this debate will give teachers the opportunity to provide their students with a comprehensive mathematics education.