In this paper we combine the reexamination of certain constructs in PISA 2000 with an analysis of classroom data from the PISA+ study. “Teacher support” (TS) is a construct used in PISA 2000 which has a weak positive correlation with student achievement. “Student effort and perseverance” (SEP), another PISA 2000 construct, correlates positively with student achievement in all countries and in Norway the correlation between SEP and achievement is especially high. Analyzing the correlation between TS and SEP, using SES as a moderator, shows that the correlation between TS and SEP is particularly high for students in the lower ranges of SES. In Norway work plans are used as an important organizational tool to mediate joint activity between teachers and students. Work plans describe what the students are supposed to do over a certain period, usually two or three weeks. One of the most fundamental ideas behind work plans is to transfer responsibility for student learning from teacher to student. Analysis of the data from PISA+ in math classrooms indicates that this transfer of responsibility leads to a prioritizing of individual work, limiting and constraining teacher support for learning, and legitimizing working strategies that demand rather low effort and perseverance.