In this article, we begin by taking stock of broad trends related to gender and mathematics, focusing primarily on patterns within the United States and considering how these patterns may vary by social class and race. This article is not a traditional, empirical piece but instead pulls together evidence from quantitative and qualitative studies to argue that gender remains an issue worthy of our attention within mathematics education. Given that much recent work on gender and mathematics has been situated outside of traditional mathematics education frames, we consider how ongoing work in psychology and gender studies can contribute to our understanding, and we use this work in conjunction with interview data from a study of women's experiences in a mathematics Ph.D. program. Ultimately, we argue that mathematics education researchers bring unique expertise to the table and have a particular role to play in building upon findings in other fields to further the work on gender and mathematics.