Special educators can play an essential role in the development of students' understanding of and capacity to do mathematics. Whether a special education teacher's goal is to help kindergartners develop counting skills or to support 10th graders in constructing geometric proofs and whether instruction will occur in co teaching, consulting, or pullout settings, teaching mathematics is complex. It is not sufficient for teachers to understand how to do the mathematics themselves; teachers must also integrate multiple bodies of knowledge to facilitate equitable mathematics learning experiences for all students, especially those with disabilities. Fortunately, teachers do not have to resort to trial and error to navigate the complexity of mathematics teaching on their own. The purpose of this article is to highlight high-leverage mathematics teaching practices that can be immediately implemented by new special education teachers.