For over 30 years this author has been involved in the teaching and learning of mathematics and numeracy in Australian schools, teaching in high schools (Years 8-12) for more than 20 years at different school settings ranging from rural and remote to inner city, high socio-economic status schools to schools of students mostly from poorer, lower socioeconomic status parents. During this time, she has gained a relatively comprehensive view of the issues and challenges facing the profession in relation to the improvement of student mathematics and numeracy outcomes. This paper attempts to share these views for the benefit of teachers, schools, school administrators and curriculum developers, in the hope that by articulating the issues some clarity will be achieved which will in turn shape efforts to address them.