Just as ready-made clothes may not provide a perfect fit for all bodies, math lessons may not be a perfect fit for all students. Published instructional tasks, including problems in mathematics textbooks, often need to be tailored to be meaningful, relevant, or accessible to each student. Ways are possible to take high-level reasoning tasks and modify them to meet students' individual needs. The authors focus on what teachers can do to make sure that tasks are relevant and accessible for their own students. The authors have worked with middle-grade teachers (grades 5-8) across several research projects and encountered many examples of teachers successfully tailoring lessons to meet students' needs. In analyzing teachers' work, the authors found four categories of adaptation. In this article, they present each category of such tailoring and ask questions for teachers to consider. (Contains 2 tables.)