Incremental professional development (PD) focuses on supporting teachers with small-scale but important changes to their practice. This presentation reports on an incremental PD that guides teachers through a two-phase process to enhance small-group, student-to-student discourse. In particular, the experiences of one middle school mathematics teacher, who engaged in the incremental stages of the PD, are shared. Despite initial challenges, modifications became integrated into the teacher’s daily practice enabling the teacher to identify and build upon incremental improvements in the small-group discourse. Overall, the teacher’s experience demonstrates how through a reframing of starting points and the definition of success, incremental PD supports sustainable changes in a teacher’s practice and student engagement in productive mathematical discourse.