Researchers have suggested that initial attempts to change mathematics instruction often leave educators "with no framework for the kinds of specific, constructive pedagogical moves" they might make (Chazan & Ball, 1999, p. 2). The intent of this article is to introduce a framework for teaching and learning mathematics that is robust enough to support connections among various areas of research and that also has classroom utility in that it supports effective mathematical practices and rigorous student engagement. The article describes how the Comprehensive Mathematics Instruction (CMI) Framework, developed by researchers and practitioners of the Center for the Improvement of Teacher Education & Schooling (CITES) public school partnership (Hendrickson et al., 2008), supports instructional choices on any given day as well as coherence across lessons that promote a meaningful learning progression.