Enacting equitable teaching practices and sustaining those practices continue to be challenges in most high schools (National Council of Teachers of Mathematics, 2018), particularly in an era of high-stakes testing. Just one year after Boaler and Staples (2008) reported on the successes of "Railside High," where equitable teaching practices resulted in improved mathematics achievement, those signature practices had all but disappeared (Louie & Nasir, 2014). This paper discusses the outcomes and implications of enacting equitable teaching practices at a school demographically similar to Railside. Unlike Railside, however, equitable practices were adopted as an explicit strategy for improving student achievement, demonstrating through this process how university consultants and school personnel can collaborate to make mathematics accessible and equitable for all students.