Both the Common Core State Standards (CCSSI 2010) and the NCTM Process and Content Standards distinguish between Standards for Mathematical Practice (SMP) and standards for mathematical content. We believe this distinction is important and note that students often acquire knowledge of mathematical content without necessarily developing the related mathematical practices. In fact, the authors would argue that students grappling with mathematical content without mathematical practices are developing a different understanding. In this article, they introduce structural reasoning and how to apply it in mathematics. Structural reasoning involves first taking a step back and looking for properties that are embedded in mathematical representations before selecting a procedure to use to solve a problem. Inviting students to search for and examine relationships and properties can foster not only a greater understanding of mathematics but also a sense of self-efficacy surrounding mathematical problem solving.