It has been well documented that classroom mathematics teaching differs across countries (Clarke et al., 2006a; Givvin et al., 2005; Hiebert et al., 2003a, 2003b; LeTendre et al., 2001; Leung, 1995; Stigler & Hiebert, 1999). Much less is known about whether leading educators in different countries differ in their views about what kinds of teaching should be occurring. Do the differences in classroom practices across countries mirror differences in experts’ views or do the differences exist in spite of shared views among experts? The goal of this chapter is to address this question.