Against a backdrop of the broader conversation around the mathematical achievement disparities of urban, minority students, the author reviews salient literature pertaining to student engagement as a means of identifying effective mathematical practices in engaging traditionally marginalized groups of students in their study of mathematics. First, a background of issues within traditional mathematics instruction will frame mathematics engagement and the role it plays in supporting mathematical achievement of students. This article attempts to identify trends in mathematical practices that have shown promise in increasing engagement for urban minority students. The literature revealed student positioning, ensuring curriculum relevancy, utilizing mathematical modeling, negotiating political discourses and identity narratives, and democratizing knowledge to positively impact students' willingness to engage in mathematical practice.