Classroom instructional quality is seen as crucial to student learning. Of particular interest is the interpretation and enactment of the intended mathematics curriculum in Singapore schools by experienced mathematics teachers towards quality learning outcomes. This paper discusses the findings from the study which investigate the instructional strategies that are adopted by experienced mathematics teachers based on the intended Singapore school mathematics curriculum. Findings from the study provide important implications for educational policy makers and practitioners on improving teaching and learning. [This paper is the second in a symposium of four papers. For the first paper "A Study of School Mathematics Curriculum Enacted by Teachers in Singapore Secondary Schools," see ED604245. For the third paper "Chronologically-Grounded Survey," see ED604248. For the fourth paper "Singapore Secondary Mathematics Pedagogy: The DSR DNA," see ED604249.]