The National Council of Teachers of Mathematics (NCTM) advocates for all students to have inspiring and positive mathematics experiences. This article surveys four key recommendations that can serve as catalysts for achieving an equitable mathematics education for each and every student. The recommendations are official positions of NCTM and are discussed in detail through the NCTM Catalyzing Change series, which consists of early childhood and elementary, middle school, and high school grade band books (NCTM 2018, 2020a, 2020b). The purpose of this article is to provide a synthesis of the key messages from the Catalyzing Change series across grade bands and to recommend ways to use the series within schools and districts to initiate critical and needed conversations. The authors begin by first discussing the need to catalyze changes in school mathematics. Next, they share the four key recommendations and then discuss each recommendation in more depth. The authors close with suggested next steps for initiating needed and critical conversations. The hope is that this article contributes to an intentional journey toward a more equitable mathematics education for each and every student.