Previous studies on advanced middle and high school mathematics course enrollment have focused on the correlation of successful course completion and post-secondary outcomes for students. This instrumental case study examined how school related factors such as personnel and policy influenced equitable enrollment in middle and high school honors and advanced placement mathematics courses in a small rural district in western Massachusetts. Findings revealed that teachers' intelligence mindsets and implicit biases were a factor in the teacher recommendation process and in setting prerequisite course requirements and grading policies. Recommendations for future research include replicating this study in an urban educational setting and expanding beyond the geographic area of this study. Recommendations for future practice include putting district policies and parameters in place for course prerequisites and grading to mitigate biases and to postpone tracking students into honors mathematics until high school. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]