Even when using mixed-ability grouping--grouping students so that students with a range of mathematical thinking work together--there is potential to position some students as more capable than others. In this article, the authors describe two approaches to mixed-ability grouping, providing examples of how teachers using those approaches describe student competence and highlight student contributions in the classroom. These examples provide ideas for structuring group work in a way that resists the ranking and sorting paradigm and recognizes the mathematical competence of each and every child.