This study presents three students who are bilingual with learning dis/abilities in small group mathematics discussions. The three students showcased their abilities as problem solvers, justifiers, and evaluators of basic operation and fractional understanding. This paper presents the teaching practices used to support the mathematical agency of three students who were bilingual with learning dis/abilities. The students were able to exhibit mathematics agency by using their own math strategies, explaining their thinking, convincing peers of their ideas, and take risks during group discussions. Overall, this study provides a documentation of what is possible when teachers use the strengths of students who are bilingual with learning dis/abilities to support the learning of basic operations and fractions.