Researchers have linked teachers' use of mathematical tasks and questions to students' achievement in mathematics, and also have documented that the types of tasks and questions posed might change throughout the year in grades that include high-stakes tests of student achievement. This qualitative research study explored 3 elementary school teachers' enactment of mathematical tasks and questions. The author conducted 21 to 30 observations in each classroom during lessons over the course of 1 year. Data were analyzed for each quarter (9-week period) of the school year by examining the types of tasks and questions posed. In order to examine potential relationships among participants, tasks, and questions, chi-square tests for independence were conducted. Findings indicated that each teacher implemented different types of tasks and questions from the other teachers in the school. Further, findings revealed an increase in the percentage of high-level tasks and questions posed in the first 3 quarters of the school year, but all teachers posed lowlevel tasks in the final quarter of the year. Implications for future research include examining the influence of mathematical tasks on student learning and determining ways to support teachers' use of high-level mathematical tasks during the end of the year while preparing for high stakes tests.