This article presents findings from a study in which the author served as an expert coach and provided ongoing support to four elementary school teachers related to employing standards-based pedagogies in their mathematics classrooms. In addition to assisting teachers, the author examined which supports they sought and the impact of them on mathematics instruction. Data were collected through participant interviews, classroom observations, and anecdotal notes. Inductive qualitative analysis indicated that teachers who sought more in-class support and co-teaching opportunities showed more enactments of standards-based pedagogies than teachers who asked for resources and support outside of their mathematics classroom. Implications for models of teacher support related to mathematics instruction are provided. (Contains 6 tables.)