"Martinez Elementary" teachers participated in professional development activities during the 2021-22 school year to learn about the Discursive Mathematics Protocol (DMP), a problem-solving based instructional protocol designed specifically for use with multilingual learners (MLs). These activities included training sessions designed to help the teachers learn about the DMP's dual focus on mathematical reasoning and the mathematics register. In this paper, a socio-political framework is used to examine interview data collected from Martinez Elementary teachers to learn how they characterized their experiences and their students' experiences when they implemented the DMP during problem-solving lessons. This study contributes to the research literature by providing insights about how teachers and students at a diverse school characterized their experiences involving problem-solving based instruction. [For the complete proceedings, see ED657822.]