The Tennessee Department of Education explored course enrollment patterns in an effort to better understand in which courses students are enrolling and whether course enrollment policies and procedures are promoting students' interests. This report focuses on math course enrollment patterns throughout high school by following the 2013-14 twelfth grade cohort. Key Points include: (1) Requiring Tennessee high school students to receive four math credits led to a dramatic increase in the number of twelfth grade students taking four years of math courses. Prior to the policy, about 60 percent of twelfth graders enrolled in math. Now, over 90 percent do so; (2) The most common math course enrollment pattern--Algebra I, Geometry, Algebra II, Bridge Math--was followed by 22 percent of the 2013-14 twelfth grade cohort; (3) Over one-third of twelfth graders were enrolled in Bridge Math in 2013-14 and 2012-13; (4) About 20 percent of the Bridge Math takers in 2012-13 scored above 19 on the math section of the ACT; and (5) With so many twelfth graders taking Bridge Math and others taking Algebra II, Geometry, or no math course, less than half of twelfth graders took an advanced math course beyond Algebra II.