Abstract <p>This study explores secondary mathematics teachers’ perspectives on integrating rich mathematical tasks into their classrooms. It addresses the gap between recommendations for rich mathematical experiences and their actual implementation. Findings from the analysis of data gathered through focus group interviews with five experienced secondary mathematics teachers in Ontario, Canada, are reported. These indicate that teachers define rich tasks as those that offer multiple entry points, foster collaboration and communication, and enable connections between mathematical ideas and representations. Teachers identified challenges implementing these tasks, including time constraints, student engagement, resistance from colleagues and students, and assessment difficulties. Collaboration with colleagues, access to resources, and sustained professional learning opportunities are identified as key supports. The study emphasizes the importance of teacher collaboration in overcoming challenges and the need for resources that support the design and implementation of rich tasks. This study offers insights for mathematics educators seeking to support teachers in adopting rich mathematical experiences in senior secondary classrooms.</p>