As part of a larger project, "Task Types in Mathematics Learning," through the use of a questionnaire, we sought middle years mathematics teachers' insights into the task types they chose to use in mathematics, the reasons for these choices, and the ways (if any) in which their choices had changed as a result of their involvement in the project. We found that teachers were able to articulate the reasons for their choices, and that both the choices and the reasons given varied considerably across the group. We also found that most teachers had changed their relative use of task types as a result of the project. Of particular note was the increased use of contextual tasks. (Contains 1 figure and 2 tables.) [For the complete proceedings, "Shaping the Future of Mathematics Education. Proceedings of the Annual Conference of the Mathematics Education Research Group of Australasia (33rd, Freemantle, Western Australia, Australia, July 3-7, 2010)," see ED520764.]