The purpose of this article is to share information related to the emergence of mathematics renewal (i.e., enhancing teacher instruction) for struggling learners within an elementary PDS. Specifically, background related to the PDS and three phases of the renewal process are discussed (i.e., identification of needs, implementation of new instructional practices, outcomes and determination of next steps). The article concludes with a discussion of lessons learned and recommendations for others who choose to initiate mathematics renewal within their respective PDS settings. (Contains 6 tables.)