While there are instructional practices researchers claim teachers should be engaging in, (e.g., use of technology, implementing high cognitive demand tasks) often times teachers are either not engaging in these practices or not successful with implementation (Henningsen & Stein, 1997). I conducted a research study from the perspective of three middle school mathematics engaged in professional development around the implementation of high cognitive demand tasks (Smith & Stein, 2011) and whether or not they could identify when the demand of task was lowered and maintained and what factors contributed to either instance. This report details the teachers' perspectives and hopes to contribute to the body of knowledge around those providing professional development to teachers and how to use teachers' perspectives to shape the professional development to support teachers' use of instructional practices. [For the complete proceedings, see ED583608.]