The Catalyzing Change series from the National Council of Teachers of Mathematics (NCTM, 2018, 2020a, 2020b) states that students identified as Black, Latinx, Indigenous, language learners, poor, with disabilities, and other marginalized learners do not have the same opportunities and access as their peers to a high- quality mathematics program. NCTM challenges mathematics as a field to create PK-12 programs that are equitable, just, and inclusive for each and every student. This article shares four shifts that are essential to dismantling inequitable structures in PK-12 mathematics programs. Without these shifts, programs will remain inequitable, unjust, and exclusive at their core. These shifts summarize key ideas within and across the three volumes of the Catalyzing Change series and expand upon these official positions of NCTM in hopes they provide initial ideas for consideration and a deeper read of the books.