This article uses Gresalfi and Cobb's (2006) definition of "mathematical authority": "the degree to which students are given opportunities to be involved in decision making and whether they have a say in establishing priorities in task completion, method, or pace of learning. Thus, authority is not about 'who's in charge' in terms of classroom management but 'who's in charge' in terms of making mathematical contributions." Many teachers face the uncertainty that comes with facilitating classroom discussion and working to share authority with students. The three-fold purpose of this article is to share: (1) the successes and challenges related to sharing mathematical authority; (2) a set of strategies teachers can use to address these challenges; and (3) a set of "Look Fors" to build teachers' awareness of effective approaches to sharing mathematical authority.