The U.S. storyline of emergent bilinguals has historically failed to highlight the mathematical and linguistic assets of this group; instead, it has primarily focused on providing support. To disrupt this narrative, a case study of one elementary teacher, Ms. Bristow, is presented. Ms. Bristow's discursive practices and pedagogy illustrate how she fostered the storyline of mathematical competence for an emergent bilingual Latina by positioning her in ways that called attention to her mathematical thinking. Ms. Bristow's creation of mathematical goals and participatory expectations provided the foundation for classroom interactions that enabled the student's storyline to come to fruition and be appropriated by peers. [For complete proceedings, see ED581294.]