Many teachers have been told at some point that teaching using a textbook is unprofessional, because it results in limiting creativity, variety and engagement. But the alternative approaches of creating one-off activities, rich learning tasks and worksheets for an entire curriculum seem overwhelming and inefficient. Alternatively, entrusting educational decisions to a computer algorithm reduces an expert teacher’s ability to lead the learning within the classroom. We are three authors of the Cambridge Mathematics textbook series who have spent the last decade creating textbooks that aim for the best of both worlds: enabling high quality teaching, with the efficiency of centralised resources. As authors, experienced teachers and heads of department we want to share what we consider the best features of the series and how we use them in our contexts. We will talk about how the books have evolved to support teachers, students and even parents in secondary mathematics education.