Tracking in education is a process that started in the early 1900s. What started as a tool to help migrant students, evolved into a discrete form of segregation. Tracking normally negatively affects marginalized students. It often separates students by socioeconomic status and race. Black and Hispanic students normally make up a small percentage of students placed in higher-tracked math classes. When students are placed in a lower-track math class, they often continue that track until they graduate, which gives them little to no room for advancement once they are on that particular track. Tracking is developed by grades, test scores, and possibly a biased teacher's idea of perceived student potential. To remedy the problems that tracking creates, de-tracking in classes, especially math class, must occur. De-tracking can help enable equity in math classrooms. It will also help close the opportunity gap which in turn can help close the achievement gap between minority and nonminority students. There has been a lot of research on tracking but not as much on the benefits that de-tracking can have on marginalized students. My research will study the benefits of de-tracking for marginalized students. The research will also study the confidence and mental psyche of students that are placed on lower tracks versus higher tracks. Given the opportunity, all students can be successful. De-tracking can help all students grow and be victorious in all classes, especially in math class.