The math problem is common to most U.S. school districts, and education leaders are well aware that U.S. math achievement lags far behind many other countries in the world. University Place (Washington) School District Superintendent Patti Banks found the conspicuous income gap for math scores even more disturbing. In her school district, only 23% of low-income 10th-grade students passed the state math test in 2008. All students will be required to pass this test beginning with the graduating class of 2014 in order to earn a diploma. Superintendent Banks challenged her administrative team to make increasing math achievement for low-income students a top priority and approved the redirection of significant district resources to the task. This article describes the successful partnership among math, professional development, and district leaders in this Washington district to improve math instruction. It highlights the roles that these leaders play in the district's math reform efforts.