Rather than feeling overwhelmed at the thought of integrating the new Common Core State Standards for Mathematics (CCSSI 2010) into their teaching practice, teachers might view this as an opportunity to deeply embed mathematics into the K-grade 2 curriculum in the same way that literacy has long been rooted into early learning environments. Implementing CCSSM requires more intentional teaching of math so students will work at higher levels of mathematical thinking beginning in kindergarten. As teachers begin to implement CCSSM in their classrooms, their teaching of math can increase in rigor, and expectations can be set even higher. In this article, the authors first discuss characteristics of CCSSM at the K-grade 2 level. Second, they discuss why teachers may have to change their thinking about math instruction to create a culture of mathematics in the classroom. Last, they offer suggestions for generating a cycle of reflection for teachers so they can grow through their efforts to effectively implement CCSSM. (Contains 1 table and 3 online resources.)