Equitable instruction is reflected in how students are positioned in the classroom and how their identities evolve through purposeful interactions that value and recognize the intellectual capacity of each student. In this article, the authors describe how a kindergarten teacher planned and facilitated a geometry lesson that attended to the dimensions of equity. They highlight key actions and exchanges that demonstrate how the teacher provided a voice to each student while engaging the class in discussions focused on identifying, describing, and comparing basic geometric solids.