Providing students the autonomy and choice to learn when productive struggle becomes unproductive is a core teaching belief in the author's classroom. The author teaches in a multiage classroom where he has 16 first- and second-grade students, ages 6, 7, and 8. Like other educators, he believes in the importance of productive struggle. The author wants his students to understand that working toward a solution, even when that path is tricky and challenging, is worthwhile. But what he does not want is tears. No mathematics problems are worth tears. The author wants to help his students find the line between productive struggle (NCTM 2014) and unproductive struggle (Warshauer 2011). In this article, the author shares the story of what happens in his classroom when a student needs to walk away from a mathematics problem.