Project Maths is an ambitious reform of Irish, post-primary education. In this paper, a U.S. Fulbright schol- ar reports on her impressions of Project Maths, based on interviews with leaders and teachers, observations in pilot school classrooms, attendance at a teacher workshop, and analyses of materials and textbooks. The paper highlights several aspects the author found particularly impressive, in- cluding the phased, collaborative approach to Project Maths implementation, Irish mathematics teacher engagement, and the impact of the reform on some pilot school teachers. The author also raises questions about the Irish exam system, mathematics textbooks, the clarity of Project Maths' vision, and the challenge of teacher change. The paper concludes with lessons the U.S. could learn from Project Maths' exam- ple of policy development and implementation.