Children of foreign origin are increasingly failing in mathematics in Swedish compulsory schools. This article analyses the didactics at a school proven very successful in teaching mathematics to all children including the 70% of children of foreign origin. The situation at the studied school is compared to research of the Swedish school system through the concepts creation of meaning, intercultural leadership and linguistic approach. The environment at the school is signified by: 1) a linguistic approach to mathematics, 2) interplay in classrooms of mathematics between visual and practical materials and problem solving rarely focusing on textbooks, 3) a learning and problem solving organization where "Swedishness" (that is to say the Swedish way) is not the norm by which students are judged, including a positive approach to multilingualism, 4) high expectations towards pupils, and 5) teachers and the school leadership holding an inclusive approach to pupils who need support in learning compulsory school mathematics. Supplementary teacher training has proven to be one factor of great importance in classrooms of mathematics. The studied school shows signs of being a learning organization where one teacher takes on the part of a knowledge activist--provoking new ways of thinking (Jacobssen & Thorsvik 2008).