Proof plays many important roles in mathematics. Proofs should do more than simply verify that a statement is true; instead, a proof should also explain why a statement is true and enrich both the author's and the readers' understanding of the statement and important mathematical ideas within it. Common practice in high school geometry classrooms is to introduce proof by defining important terms, stating essential properties or axioms, and using deductive reasoning to verify given claims. The proving process is amplified by providing students with opportunities to explore, make, test, and verify conjectures and by positioning students to engage with the reasoning of others (Sinclair, Pimm, and Skelin 2012). Although this process attends to the Standards for Mathematical Practice (NGA Center and CCSSO 2010) and promotes the development of students' deductive reasoning and proving skills, students are often left unimpressed by the results because they are investigating properties of objects with which they are very familiar (Knuth 2002). The authors brainstormed an approach to introducing proof in a world that was likely new to our students. They implemented a two-day lesson on taxicab geometry in the second author's (Kelly Fulton) geometry classes to overcome the obstacle of students' familiarity with common geometric objects while also positioning students for developing essential understandings of definitions, axiomatic systems, and deduction.