This paper critiques learning-support policy for mathematics in Irish primary schools. The key policy question addressed is how equitable the development of the learning-support service has been in addressing low achievement in mathematics in designated schools compared to non-designated schools. The core argument developed is that there is a link between the Department of Education and Science policy in the "Learning-Support Guidelines" and inequitable access to learning support for mathematics between pupils in designated disadvantaged and non-designated schools. (Contains 1 table.)