Three early career primary school teachers shared their perceptions of changes in their teaching of mathematics 8-18 months after their participation in an action research project. Comparing data collected throughout the lifetime of the project with analyses of participants' reflections written in response to three open-ended questions posed months later indicated sustained shifts in specific elements of their planning and implementation of mathematics lessons. These included: maintaining a clear mathematical focus for each lesson; using questions effectively throughout the lesson; and providing quality activities and tasks. Teachers attributed changes to both their own individualistic focus attended to during the project, and to three contextual factors at the school level.