There exists a dearth of research on strategies that will help students with disabilities gain greater access to standards-based mathematics and close the mathematics achievement gap between general education students and students with disabilities (Browder et al., 2012; Jitendra, 2013; van Garderen, Scheuermann, Jackson, & Hampton, 2009). This action research study was designed to examine the changes to the mathematics program at a suburban high school in New Jersey that placed higher expectations upon students with disabilities and aimed to close the achievement gap. The study was intended to assess the effectiveness of the changes to the mathematics program and help enhance instruction, collaboration, and structures to boost the achievement of students with disabilities. The purposefully selected research sample included educators (that is, mathematics teachers and special educators, child study team case managers, and school counselors) and students with disabilities who have been impacted by the changes to the mathematics program. Data were collected through multiple methods, including surveys, interviews, focus groups, and critical incident reports. The data were coded, analyzed, and synthesized to answer three research questions which encompassed the following: (a) the perceptions of educators regarding the changes to the mathematics program, (b) the accommodations and supports of students with disabilities, and (c) the perceptions of students with disabilities regarding the placement of higher expectations upon them. Discussion of the findings was organized by the three research questions. The research revealed that students with disabilities gain from a rigorous and comprehensive college-prep algebra program, accommodations and supports which afford them additional time in mathematics, and the confidence others show toward them. Therefore, students with disabilities can experience greater confidence in their ability in mathematics and meet the same academic expectations as general education students when accommodations, supports, and pathways to success are effectively provided in a positive and supportive school environment. Strategies which can further enhance the mathematics program and close the achievement gap between general education students and students with disabilities are recommended. Recommendations may be considered, adapted, and applied as appropriate for the educational setting. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]