Bharath Sriraman noted in his Editorial for Vol. 10, nos. 1–2 that the first issue of The Mathematics Enthusiast (known then as The Montana Mathematics Enthusiast) published in April 2004 was “the result of four idealistic elementary school teachers believing in the mission of this journal and writing about their attempts to reconcile the mathematics content they were learning in a mathematics for elementary school teachers course with existing mathematics education research found in practitioners’ journals as well as standards imposed by institutions’ framing policy” (p. 2). Ten years later we return to a similar focus.