There have been many attempts to reform mathematics teaching in Australia to encourage teachers to use more cognitively demanding tasks that focus on problem solving and reasoning. However, there is limited specific advice for teachers on how best to do this. This paper reports on one set of survey items that examines 52 teachers' responses to experimenting with a reform-orientated approach and challenging tasks through the EPMC project. Findings indicate that the EPMC approach was different to most teachers practice, and despite the difficulties experienced by both students and teachers, both responded positively and reported the approach effectively supported student learning and in developing growth mindsets.