In this commentary, the authors find that despite discussions of "mathematics for all," opportunities that support the development of mathematical reasoning and understanding of mathematics as a human endeavor often do not exist for mathematics learners identified in schools as having dis/abilities. Indeed, mathematics for all is consistently used to motivate the allocation of resources and attention to mathematics education in legislation, policy documents, and organizations' vision and position statements. Mathematics education researchers have served as advocates for marginalized students pointing out limitations in the mathematics for all rhetoric (Martin, 2003). Yet, students with dis/abilities are often left out of discussions regarding mathematics for all and equity research that has worked to contextualize and operationalize "achieving equity" and the process of "eliminating inequity" (Tate, as cited in Martin, 2003, p. 14).