Just as accountability policies have led to increased levels of teacher data use, teachers have begun to increase the extent to which students track and analyse data about their own learning. Although some might argue that such "student-involved data use" (SIDU) might empower or motivate students to take charge of their own learning (e.g. planning or goal setting), others might see it as unduly pressuring youngsters. Because research about this practise is nascent, it is unknown how or why teachers might engage in this practise. Leveraging a sense-making lens, we employed qualitative methods to explore these issues with teachers in 11 elementary school classrooms in Texas. Findings describe teachers' strategies for engaging students with data, as well as their beliefs that SIDU was beneficial to student reflection, learning, motivation and teachers' instructional practises. We conclude by positing considerations for future research and leadership.