The word angle may conjure up several thoughts—a corner, two rays and a vertex, or a degree measure. But what about the idea of a turn (a rotation around a fixed point) or of the space between two rays, and what exactly is a degree? Many upper-elementary students have such limited notions of angle that they struggle to provide an appropriate mathematical definition for the term and, instead, describe what we are measuring when we measure an angle. Yet, according to NCTM (2000), students in grades 6–8 must be able to “carefully examine the features of shapes in order to precisely define and describe fundamental shapes” (p. 233). Angle is certainly a prominent feature of shape, so, beginning in the elementary grades, providing students with opportunities to carefully explore the idea of angle is critical for the development of their understanding of geometry. Doing so, however, requires us as teachers to first realize the complexity of the concept of angle. As one sixth-grade student put it, “An angle is a lot more than just degrees.”