Caring instruction has been shown to support students' engagement with and learning of academic content. Although previous research has shown that caring instruction matters, research is needed that illustrates the nature of caring instruction in a manner that is situated in relation to specific school subjects. Additionally, information about the caring instructional practices that middle grades students report may be illuminating for teachers who could then consider how to enact the sort of caring instructional practices that students might notice or value. The purpose of this article is to provide a framework representing caring instructional practices in middle school mathematics classrooms. This framework was developed through a qualitative analysis of teachers' and students' voices from four classrooms in Grades 6 through 8 based on interview data. Results indicate that caring mathematics instruction involves four dimensions: teaching so that every student's learning matters, communicating high expectations for students, creating a welcoming and inviting classroom community, and engaging students in learning mathematics.