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The purpose of this study was to investigate the relationship between elementary teachers’ mathematical knowledge for teaching and the cognitive demand of enacted tasks during a two-year content-focused professional development. Data included videotaped lessons that were analyzed for cognitive demand and teachers’ mathematical knowledge for teaching tercile levels. The findings suggested that low levels of mathematical knowledge for teaching did not inhibit teachers’ ability to enact high-level tasks; rather, teachers “in motion,” who were in the midst of their own learning and cognitive growth through professional development, were more likely to enact cognitively demanding tasks. The results also indicated that K-3 teachers received the most benefit from the professional development and that their degree of participation mattered.