This participatory action research (PAR) study describes the Flagway program at New England College (NEC). The purpose of the study is to share the historical origins of the Flagway program, discuss how Flagway is being implemented with college students at NEC, and describe initial effects of the program on middle school students who score in the bottom quartile on tests of mathematics achievement. The study focuses on one, small New Hampshire college's role as one of many "little springs" that are sprouting up as part of a larger national movement to expand access to math education and literacy, which has historically been denied to students of color and poor students across the U.S.. In this article, the authors describe the development, implementation, and initial impacts of the program using a participatory action research design. The study also demonstrates how this predominantly white college is collaborating with several non-profit, social justice-based organizations to provide college students with opportunities to develop critical and anti-racist thinking, cultural competence, and skills as Math Literacy Workers. Through the use of qualitative data collection methods (i.e., storytelling, interviews, photographs, and observations) data are shared to provide evidence that the program is helping college, elementary, and middle school students build their competence and confidence as math learners and antiracist leaders.