This article discusses the importance of including mothers' knowledge of their children's learning in school discourses, theories, and practices. It draws on the story of one mother who participated in the author's research. The experiences explicated in this story elucidate exclusionary practices that silence and marginalize mothers in our school systems. The article shows why it is critical that we listen to these traditionally unheard voices, if we truly wish for more socially just and equitable classrooms. It offers examples of more hopeful, inclusive partnerships made possible when teachers look beyond the everyday taken-for-granted practices of schools and work with mothers toward creating new spaces and possibilities.