This article describes the efforts of members of the North Carolina Collaborative for Mathematics Learning to provide equitable, engaging, and high-quality mathematics instruction to students, aligning with the vision outlined in the National Council of Teachers of Mathematics's (NCTM) "Principles to Actions" (2014). The statewide research-practice partnership works to affect real change with respect to effective teaching practices by focusing on systems of instructional support, including professional learning resources and experiences for teachers, instructional coaches, and school administrators. The authors share successes they have experienced working toward the goal of ensuring mathematical success for every student through a focus on supporting purposeful and powerful mathematical discourse.