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This paper describes implementation of a Lesson Study project with third grade teachers in a small school district to study the development of the critical lenses (perspectives) necessary for meaningful lesson study work. Adapting the Lesson Study process to meet school system needs, two outside facilitators stimulated teacher thinking with math explorations and probing/what if questioning. Using a qualitative methodology and the group as the unit of analysis, data were coded for evidence of and change in the lenses. After one year, the 8 participating teachers showed a qualitative difference in two of the three lenses: the student lens and the curriculum developer lens. (Contains 2 tables and 2 figures.)