To our knowledge, there are no major studies that focus on how teachers work with a range of pre-written solution-methods for a range of non-routine problems. This study raises many issues and in so doing acts as a launch pad for further more detailed studies. More exploration is required into how the use of sample student work affects pupils’ capacity to solve problems. One might expect to see, for example, that students increase their repertoire of available methods when solving problems. So far, however, we have no evidence of this. We do, however, have some early indications that students are beginning to write clearer and fuller explanations as a result of critiquing sample student work.