While there has been worldwide interest in Japanese Lesson Study as a model for teacher professional learning, there has been less research into authentic implementation of the problem-solving lesson structure that underpins mathematics research lessons in Japan. Findings from a Lesson Study project involving teachers from three Victorian primary schools indicate that the focus on planning for sustained discussion of student solutions resonated with teachers' previous professional learning on questioning techniques and led to changes in their regular classroom practice. [This project was funded by the Centre for Research in Educational Futures and innovation, Deakin University. The project team consisted of Susie Groves, Brian Doig, Colleen Vale, and Wanty Widjaja.]