We report findings from an investigation of one teacher's instruction as he guided students through the proofs of 21 theorems in a Grade 8 Honors Geometry course. We describe a routine involving four distinct phases, including Setting up the Proof and Concluding the Proof. Results from an end-of-course proof test are also presented to attest to the effectiveness of the teacher's approach. By engaging with descriptions of the theorem-proving routine, one can learn about different strategies that may support students to learn to prove theorems, such as asking students to put forth claims in the form of conjectures or other statements that they believe are true and seeking justifications for these claims as well as sanctioning a theorem once proven. [For the complete proceedings, see ED630060.]