Like many math educators, I have spent much of my career bound to traditional methods of instruction and assessment. In recent years, motivated by a growing understanding that such approaches may not result in equitable or inclusive classroom environments, my teaching philosophy has shifted radically. In this article, I describe how I transformed my Precalculus and Calculus I courses, incorporating mastery grading, inquiry-based learning, and metacognitive and community building activities. I describe the motivation and philosophy behind the key components of these courses, the observed effect on student learning and attitudes, and my own responses to this new approach.