The National Council of Teachers of Mathematics has consistently emphasized the importance of curricular coherence in mathematics education. However, the predominance of the Internet has led to a lack of consistency in the use and quality of curricular materials. We drew on teachers' self-report of their use of curriculum materials and conducted a Latent Class Analysis to examine patterns in 56 elementary teachers' selection, use, and perceptions of materials for teaching mathematics, including the role that teacher expertise may play in these patterns. Findings indicated that the most salient difference between classes was at least one digital resource reported--the "Blended" class--and no digital resources reported--the "Non-Digital" class. Teacher expertise was not a significant covariate. Future research should examine the role of policies on teachers' curricular decisions. Implications include how specialist programs may support positive patterns of curriculum selection and use.