These educators share the "how" and "why" behind their use of open middle tasks in the classroom. In this article, the authors share a type of mathematics task, called Open Middle, that exhibits the characteristics outlined above. The authors frequently use Open Middle tasks in their classrooms because they teach students that doing mathematics means feeling okay with uncertainty when working on problems, embracing struggle as a part of learning, and valuing creativity when solving problems. Open Middle problems are accessible to all students, even those who are not working on grade level or those with limited language proficiency. In addition, we believe these tasks align with Delpit's (2014) suggested methods to support students of color. The ability to explore their own strategies when solving Open Middle problems may lead students to wonder about a range of mathematical ideas. Because the structure of Open Middle allows for creativity in the process of problem solving, the solutions that students create can be shared with the whole class to foster a community where diverse thinking is celebrated.