In April 2018, the National Council of Teachers of Mathematics (NCTM) released "Catalyzing Change in High School Mathematics: Initiating Critical Conversations," a long-needed and well-articulated position for transforming the core purposes, structures, instructional practices, essential mathematics concepts, and organization of high school mathematics. Although "Catalyzing Change" intentionally targets high school mathematics, teachers focused on middle school should also become well informed. The key recommendations in "Catalyzing Change" hold true and permeate middle school mathematics. Without systemic change within middle schools and in the articulation between middle school and high school, efforts to implement the key recommendations of "Catalyzing Change" will be disparate and extremely challenging to accomplish. Simply said, it is teachers' job in the middle to work alongside their high school counterparts to do their part in dismantling the status quo. Essentially, teachers must prepare middle school students to enter "Catalyzing Change"'s reimagined vision for high school mathematics rather than the experience many students have today. This article considers the role of middle school mathematics educators and stakeholders and discusses the four key recommendations of "Catalyzing Change": (1) Move toward de-tracking students; (2) de-track teachers immediately; (3) consider the student learning experience; and (4) create common learning experiences.