This study employed the concept of teachers' sense of responsibility for students' learning to examine the extent to which the gap in math learning growth is reduced and whether such attitudes can improve children's learning outcomes to a degree that is above and beyond their expected achievement relative to their initial academic skills. Analysis of the Early Childhood Longitudinal Study-Kindergarten Cohort revealed that children who experienced high levels of teachers' sense of responsibility displayed higher achievement growth than did their under-prepared peers who did not receive this support. Furthermore, academically disadvantaged children who were exposed to a high level of teachers' responsibility were more likely to show a transitional shift in their learning development at the end of the first grade. These findings have implications for understanding how the attitudes that teachers hold within the classroom may play a role in reducing the stratified learning outcomes engendered at an early age.