Statewide technical assistance providers support many school teams through training, consultation, and coaching to improve systems and outcomes for mathematics for every student. They have the opportunity to work with many school psychologists, who often indicate they are more comfortable engaging in systems-level work for literacy, behavior, and social-emotional learning than for mathematics. Yet, implementation of an effective multitiered system of support for mathematics (MTSS-M) is a significant need for schools across the country. How can school psychologists effectively engage in systems-level work for mathematics to ensure effective, efficient, and equitable allocation of resources to meet the needs of every student? Additionally, how can school psychologists effectively partner with math educators and other stakeholders in a meaningful way to support groups of students and individual students? In this article, the authors provide context and helpful tips for multiple entry points where school psychologists can engage in this work.