According to the author's website, Danica McKellar's first book is meant to serve as a resource for middle school girls to help them understand math concepts that are commonly confusing. This review will explore McKellar's use of mathematical contexts for presenting mathematical content and consider how these contexts may or may not limit the ways in which girls are portrayed as knowers and doers of mathematics. This review shows that, by including a limited scope of mathematical contexts for mathematical content, McKellar's book may actually sustain the deficit view and limited presence of females in mathematics McKellar is trying to overcome. It is important for textbook and resource writers to consider not only the representation of males and females in the text but also the types of activities and interests characters engage in and how these experiences may either sustain or help overcome gender bias related to females as knowers and doers of mathematics.