Mathematics education is seen as a right for all children, and important to ensure a prosperous future. However, in Australia and other nations, rural students perform less well in mathematics, and are less likely to pursue advanced mathematics. This paper presents a case study of an Australian rural school that has high engagement and achievement in senior mathematics, despite its setting. The study uses a practice architectures framework to explore the activities and facilitatory elements that have likely contributed to the school's mathematics success. Personalising learning, valuing mathematics, building teacher capacity, and linking to careers, were all associated with the school's higher than expected mathematics performance.