Decisions about who gets admitted to college, especially to selective institutions, are the result of a complex mix of policy and practice, and math expectations are part of that mix. Regardless of whether calculus is necessary for a student's college major, entrenched beliefs about calculus as a sign of rigor can play a significant role in admissions. The purpose of this report is to explore evolving views of the role that calculus plays in education and college admissions. Through a national survey and a series of interviews, it examines four-year college and university admission policies with respect to high school math course-taking, the often unwritten practices that determine how those policies actually operate, and the perceptions that influence evaluations of students' high school records. It highlights recent policy changes, such as those adopted by California universities, that place a priority on new math pathways. And it suggests steps that faculty, admissions offices, and education leaders can take to realign those policies, practices, and perceptions with the changing role of math in education. The goal is to stimulate new thinking on the part of college administrators, faculty, admissions officers, and K-12 leaders about the contours and content of college math preparation in the 21st century. [Additional funding provided by Valhalla Foundation.]