Despite growing attention to identifying equitable teaching practices that provide all students opportunities to engage in mathematical thinking and reasoning (Tan and Kastberg 2017; NCTM 2014), students with disabilities have had limited opportunities to take on the role of doers of mathematics and to see themselves or have others see them as mathematically competent. How mathematics is framed and for whom are central questions for mathematics educators to consider in increasingly diverse classrooms. This article shares the story of Ryan, an autistic eleven-year-old, and his sixth-grade classroom learning space. In past years, Ryan has been described as "struggling," "anxious about mathematics," and "withdrawn." This year, Ryan's parents have noticed a shift in Ryan's reasoning skills, his ability to work with peers, and a growing confidence. What teacher's decisions resulted in increased confidence and positive identification with mathematics for all students, including Ryan? The authors share three guiding principles for inclusive mathematics instruction that guided Mrs. Chen, Ryan's teacher.