The National Council of Teachers of Mathematics (NCTM) launched the "standards-based" education movement in North America in 1989 with the release of "Curriculum and Evaluation Standards for School Mathematics," an unprecedented action to promote systemic improvement in mathematics education. Now, twenty-five years later, the widespread adoption of the Common Core State Standards for Mathematics (CCSSM) by forty-five states provides an opportunity to reenergize and focus our commitment to significant improvement in mathematics education (CCSSI 2010). The CCSSM focus and clarify common outcomes for student learning and promote coherence across grades through mathematics learning progressions. They provide motivation for the development of new instructional resources and assessments but do not tell teachers, coaches, administrators, or policymakers what to do at the classroom, school, and district levels or how to begin making essential changes to implement these Standards. Thus, NCTM's new "Principles to Actions: Ensuring Mathematical Success for All" (NCTM 2014) provides direction in filling the gap between the adoption of the CCSSM and the enactment of policies and programs required for its widespread and successful implementation. The overarching message conveyed in "Principles to Actions" is that effective teaching is the nonnegotiable core to ensure that all students learn mathematics and that such teaching requires a range of actions at the state or provincial level as well as at the district, school, and classroom levels. Three elements of "Principles to Actions" should be highlighted. First, in a chapter focusing on teaching and learning, the publication describes and illustrates eight Mathematics Teaching Practices), which need to be consistent and essential components of every mathematics lesson. Second, each of the six principles includes discussion of unproductive and productive beliefs as part of an honest appraisal of obstacles to implementation as well as suggestions for overcoming these obstacles. Third, "Principles to Actions" presents three sets of actions--one set for leaders and policymakers in districts and states or provinces, including commissioners, superintendents, and other central office administrators; one for principals, coaches, specialists, and other school leaders; and one for teachers. "Principles to Actions" argues that ensuring mathematical success for all students will take teachers who effectively plan and use the core set of eight mathematics teaching practices as a framework for strengthening the teaching and learning of mathematics. Mathematical success for all students will take principals, coaches, specialists, and other school leaders who are committed to supporting teachers in their efforts to engage students in important mathematics and who fully understand and assist teachers in consistently planning for and implementing the core mathematics teaching practices. High levels of student success in mathematics also require that leaders and policymakers in districts and states or provinces, including commissioners, superintendents, and other central office administrators, take action to ensure that all teachers have the resources and supports that are essential to the enactment of effective mathematics teaching. A set of specific recommended actions is provided for each group of stakeholders to meet these expectations. Reading, discussing, strategizing about, and acting on these actions is the next step for all who care deeply about significantly raising student achievement in mathematics.