Education is a complex process involving teachers and learners within surrounding institutional and social environments over which neither group has extensive control. However, complexity is not an excuse for despair or inactivity. We will not make progress unless each of us contributes what we can and does so without waiting for someone else to make some other part of the problem go away first. Mathematicians choose to work on the mathematical education of teachers for many reasons. While money, promotion, and reputation are important to some mathematicians at some times in their careers, this paper concentrates on other rewards and other forms of support. In particular, there is an attractive intellectual challenge involved in finding accessible and engaging ways to help teachers understand the mathematics itself. While much of the recommended intellectual and pedagogical support is relevant to all who teach, it is particularly relevant for mathematicians working with teachers who have been worn down by a litany of disrespect for K-12 education. [For the complete volume, "Mathematics Matters in Education: Essays in Honor of Roger E. Howe. Advances in STEM Education (ASTEME)," see ED607653.]