In the context of a professional learning research project we investigated the nature of support offered to classroom teachers and school mathematics leaders to facilitate teachers' implementation of sequences of challenging tasks. End of year questionnaire data were collected from 70 Foundation to Year 2 teachers and ten numeracy leaders who participated in the project. Thematic analysis was used to analyse the open response questionnaire items. Findings reveal that two forms of support were helpful: in-class support, such as co-teaching, observation, followed by co-debriefing; and facilitated planning prior to instruction.