This study investigated the implementation of a primary mathematics initiative in an Australian Indigenous community school designed to improve students' mathematical proficiency. Throughout the 7-month initiative, four classes ranging from Year 2 to Year 6 participated in the initiative. Findings indicated an increase in mathematics achievement as measured by the Progressive Achievement Test -- Mathematics (PAT-M) throughout the initiative. As the findings from the Year 3/4 class displayed the largest growth in mathematical achievement throughout the initiative (equivalent to 1 year and 2 months), the specific pedagogies and practices enacted in this class that were found to influence students' achievement will be considered.