This study links the teaching practice of productive struggle, a psychological perspective of classroom activities, and the classroom microculture, an interactionist perspective that combines sociocultural and psychological considerations (Cobb & Yackel, 1996). The research question for this study is: "In what ways does a teacher negotiate the establishment of classroom norms in order to facilitate productive struggle?" To answer this question, this study uses an analytic autoethnographic approach (Anderson, 2006) with analysis and findings preceding and following layered accounts (Ronai, 1995) describing instructional episodes. Reflexive journal entries following daily instruction, in addition to lesson plans and curricular materials, generated the data for this study. Coding of data revealed connections between the classroom microculture and productive struggle framework (Warshauer, 2015a). This study suggests classroom norms are continually renegotiated over time as teachers and students intersubjectively determine what is acceptable in the classroom--whether norms are "taken as shared" (Yackel, 2001, p. 6). Regarding the classroom microculture, this study suggests social norms provide support as students collectively engage in struggle, sociomathematical norms contribute to how students approach engaging in mathematics, and classroom mathematical practices influence how students engage in struggling with novel mathematics. It further suggests that teachers' responses to student struggle shape the reestablishment and renegotiation of classroom norms. Implications, limitations, and suggestions for future research are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]