Our consortium of four universities conducted case studies with five teachers in Grades 1 through 4 to explore how elementary teachers are implementing digital curricula, particularly whether they are developing the Mathematical Practices with digital curricula. Through observations with the Mathematics Classroom Observation Protocol for Practices (MCOP[superscript 2]), a survey, and interviews, we found evidence that there is a broad range of implementation strategies for digital curricula--from occasional use to daily use and from supplemental curricula to full curricula. This study indicates that best practices can be identified and developed for implementing digital curricula effectively in elementary mathematics classrooms. The research has implications for teacher educators and for professional development of inservice teachers teaching with digital curricula. [For the complete proceedings, see ED606556.]