This article offers a qualitative analysis of videotaped mathematics lessons taught by four teachers in a provincial university city in Finland. My study is framed not only by Finnish success on Programme for International Student Assessment (PISA) but also by the objectives of current mathematics education reform, which are consistent with PISA's goals of measuring mathematical literacy. The analyses indicated that conceptual understanding and procedural fluency were addressed by all four teachers. However, adaptive reasoning, strategic competence, and the development of a productive disposition appear rarely. I observed few occasions where students were invited to solve authentic problems.