Scholars use "position" to refer to the social expectations and range of available things a person can say and do in any given interaction (Harré and van Langenhove 1999; van Langenhove 2011). In the classroom, there are different social expectations for teachers and students. Teachers are often expected to give directions, present instruction, discipline students, and assign grades, whereas students are often expected to follow directions and complete assigned work, among other things. These different social expectations can determine who has greater power in interactions. These metaphorical positions are dynamic, not fixed. Thus, one's position can be continuously renegotiated in each interaction. Teachers at any stage can begin to reflect on and make changes to their positioning of multilingual learners. It is not a matter of whether to position students, but "how" to position students, so they can be mathematically successful. This article discusses how to productively position multilingual learners in the classroom.