In March 2008, teachers and leaders of the mathematics programs grades 6-12 in the Clark County School District (Las Vegas, Nevada) found themselves under the urgent spotlight of failed expectations. District leaders and teachers had been bold enough to create highstakes, districtwide common assessment semester exams in five subject areas of mathematics to be used by every middle and high school in the district. These assessments included middle school pre-algebra and honors algebra as well as high school algebra, geometry, and advanced algebra II. In January 2008, 56 middle schools, 48 high schools, and 24,000 students participated in the districtwide semester common assessment. When only 9% of the students tested were able to pass the high school algebra I first-semester common assessment, the results grabbed headlines and the attention of all stakeholders--administrators, board of trustees members, teachers, curriculum leaders, and community members throughout the district. In response to the overall results, the superintendent established the expert mathematics committee. The committee consisted of stakeholders from throughout the school district, including K-12 mathematics teachers, 6-12 department chairs, K-12 building principals, assistant principals, area superintendents, leaders in the curriculum and professional development program, the testing and evaluation department, along with outside experts from the University of Nevada Las Vegas, the Regional Professional Development Program, and the national mathematics leadership community. This article describes how a coherent vision and committed learning teams led the Clark County School District to mathematics gains.