Mathematics educators promote student engagement in the Process Standards and create problem-solving tasks and facilitate discussions to help their students develop strengths in explaining their methods, using and interpreting multiple representations, and making connections between topics. They are excited and encouraged when they see students engaging in these behaviors, and rightfully so. Moreover, letting that victory be the highest measure of success for their students is tempting. Consider, however, that they are preparing students to enter a "flat" world in which the ability to "just do it" is simply not enough. Advances in technology and international collaborations have redefined what skills are needed to succeed in a global community. Problem-solving and communication skills are the foundation; but individuals who excel in a "flat" world will be those who bring initiative to adapt and apply their skills with them into the workplace, not those who look to their environment to provide motivation for them in the workplace. Teachers have a responsibility to enable their students to become confident, skilled, independent "doers" of mathematics beyond their classrooms. To prepare students for success in a "flat" world, teachers must consider "internal" responses to "internal" motivations, recognize the behaviors associated with being a "doer" of mathematics, and foster the development of such behaviors. (Contains 3 figures and 1 table.)