At the turn of this century, expectations for learning mathematics by students with Down syndrome were low. Research and practice continued to indicate considerable difficulty with number and calculation (Bird & Buckley, 2001). Unfortunately, most authors extrapolated difficulty with number to difficulty with mathematics in general, even though research evidence from other areas of mathematics was almost non-existent. It is now known that mathematics beyond calculation is within the grasp of learners with Down syndrome (Faragher & Clarke, 2014). In this article, based on findings from a research study that was undertaken in the ACT and Victoria, these authors describe how learning mathematics in inclusive primary classrooms can be achieved.