In this paper, we explore the ways in which learning more about research on students' experiences in mathematics classrooms has the potential to transform the work we do with teachers in teacher preparation, professional development, and research settings. We focus in particular on questions of student access to and participation in mathematics and highlight studies of the racialized and gendered experiences of students and the connections between these experiences and broader narratives about race, gender, and ability/disability. We conclude with questions and possibilities raised by these studies for our individual and collective efforts to support and understand teacher learning and changes in teacher practice. [For the complete proceedings, see ED606531.]