This multiple case study explores how two elementary mathematics teachers made themselves and their students comfortable with the teacher delegating authority to students while also positioning them with agency. I conducted three Video-Stimulated Recall (VSR) interviews and pre- and post-semi-structured interviews with each teacher to understand their practices and thoughts about moments in their teaching related to authority and agency. The presented theoretical framework focused on three factors possibly contributing to the comfort of teachers and students when teachers delegate authority to students while positioning them with agency: getting to know the students by (a) understanding students' thinking, (b) accounting for students' knowledge, culture, and language, and (c) tending to students' emotions in tandem with mathematics instruction. The results indicated that while one teacher was quite comfortable delegating authority and positioning students with agency, the other teacher had some reservations. Additionally, the results demonstrated that teachers sought to make themselves and their students comfortable with teachers delegating authority and positioning students with agency by taking the time to think and getting to know their students by understanding their students' thinking, accounting for students' knowledge and language, and tending to students' emotions. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]