The National Council of Teachers of Mathematics (NCTM) has called on teachers to create supportive and equitable classroom environments, to steadfastly advocate that all students can learn mathematics, to hold high expectations for all students and to adopt practices that offer students the opportunity to excel (NCTM 2014). The overarching aim of this article is to connect the research literature with pedagogical practices that help increase opportunities for all students to learn and achieve. This article illustrates classroom practices in four key areas--negative stereotypes, mindsets, participation, and problem-solving strategies--that can be used to strengthen the alignment of mathematics educators' pedagogical practices with NCTM's commitment to social justice.