"What should I do? Confronting dilemmas of teaching in urban schools” by A. E. Richert states that“…teaching is uncertain work.” Despite the fact that we spend endless amount of time on planning, organizing and preparing for teaching, we, as inner city teachers, face organizational and structural challenges on a regular basis. My ImagineIT project was created for my original schedule which included teaching Mathematical Ideas as a senior elective class with curriculum that would be created by me. My teaching assignment changed, so now, I teach juniors who are preparing for the SAT. Due to low performance of our students on standardized tests, our curriculum is standardized, choices of instructions are monitored and topics are clearly defined. I have to deal with students who are lacking basic mathematical skills as well as those who have an academic English deficiency. Time restraints and a disconnect of curriculum with students’ interest create an environment of difficulty to pursue the ImagineIT project. Our scope and sequence is concentrated around SAT standards and topics tested. We are required to use SAT sample questions to assess students’ knowledge. I still use a lot of word problems and real world applications while teaching mathematical skills of various difficulties, but I have minimal time to spend on projects like exploring “Mathematical Wonders of the World.” There is no definite solution to resolve my dilemma, so I need to reflect on my progress and obstacles as I plan ahead. In the end I would like to be certain that my students are prepared for the SAT as well as for them to be exposed to the wonderful world of mathematics.