What we often find challenging about teaching students to count, however, is that most problems do not fall cleanly into one and only one of the standard categories of counting problems. Rather, each problem typically involves different aspects that rely on different techniques. Moreover, subtle differences from one problem to the next lead to a propensity for hesitation and uncertainty in the student's thinking. In this article, we will present a few examples of such problems, illustrate their subtleties, and provide some guidance and practice with this subject. Let us begin with a few problems