How students' rigid perceptions of mathematics persist over years has been a conundrum. Students not only think that only one solution exists for a mathematical task (Schoenfeld 1985) but also rigidly fuse mathematical concepts with specific tasks. Students deserve to learn a variety of mathematical strategies to flexibly deploy at will. Teaching mathematical flexibility is one way to realize this passion. This article illustrates how mathematical flexibility can be promoted and shares students' work in solving a multiple-solution task flexibly with a variety of concepts.