Recent research suggests some teachers may not have a wide range of teaching and learning strategies for their most proficient mathematics students, which could impact on these students' learning and ongoing improvement in performance. This paper outlines the different drivers of high achievement and explores the main curriculum differentiation strategies schools and teachers can use for such students. With a toolkit of appropriate strategies, teachers can ensure that class time is productive for their high achieving students and that these students have the opportunity to fully develop their mathematical abilities over the course of the year.