Students' opportunities to struggle with mathematical ideas have long been considered paramount to learning. However, there's little research on how teachers; (1) draw on and make sense of the discourses of perseverance; (2) enact it in classroom; and (3) develop an expansive view of perseverance. To contribute to these lines of research, we build on a case study featuring a veteran mathematics middle-school teacher across two settings: his classroom where he facilitates students' engagement with a classical mathematical task, the Tower of Hanoi, and in a subsequent video-based debrief with his colleague and our research team. We propose a conceptualization of perseverance as upholding three dimensions of: (1) persistence; (b) sensemaking; and (c) problem solving heuristics. We argue for its potential as a conceptual resource for operationalizing perseverance more comprehensively. [For the complete proceedings, see ED606556.]