Mathematics education at the high school level is not working for many students. Although there has been steady improvement in mathematics learning at the elementary and middle school levels across the United States, for the past decade, student achievement has remained essentially flat at the high school level (NCES 2015, 2016). One possible reason is that the shift at the elementary level to instructional pedagogies that build on student thinking and engage students in mathematical discourse have been slow to find their way into high school classrooms. Teachers build the foundation in the elementary grades to launch students on their mathematical journeys. Therefore, it is important for them to keep an eye on the mathematical horizon for their students, be aware of future expectations, and work toward a consistent pre-K-12 vision of mathematics teaching and learning. The purpose of this article is to review "Catalyzing Change in High School Mathematics: Initiating Critical Conversations" (NCTM 2018), which calls for fundamental changes in the way high school students experience mathematics. It also examines the implications for teachers. The author begins by listing the four major recommendations for high schools and then elaborate on key messages. These include a need for equitable instruction that fosters positive mathematical identities and agency as well as a need for equitable structures, such as elimination of tracking and creation of a common course pathway. She closes with next steps for collaborative conversations and actions.