Implementing a wide-ranging new initiative is never an easy task. Implementing a reform based mathematics program that forces teachers to understand and teach mathematics in ways that are foreign to them has the possibility of being an insurmountable task. This study illustrates how teachers' mathematics knowledge base and pedagogy change as they implement Everyday Mathematics . The primary questions of this study are: (1) How do teachers perceive changes in pedagogical practices and philosophies about how children learn mathematics after the implementation of Everyday Mathematics? (2) What do teachers perceive they learned through the implementation of Everyday Mathematics? This single case qualitative research study was conducted at a rural school in South Central Pennsylvania. The data collected through interviews, observations, and artifacts were analyzed using a constant comparative method. This study exemplifies how one school was able to successfully implement Everyday Mathematics. The findings illustrate how teachers in this study perceive the implementation of Everyday Mathematics program made them stronger mathematics teachers, increased student learning, and contributed to a strong professional learning community.