Students are guaranteed, by legislation, a math education that focuses on the process of mastery learning, and that incorporates an Indigenous worldview. The issue is that some teachers and principals are apprehensive or do not have the skill or knowledge to support mastery learning and Indigenous worldview in math. This article is not a reprimand, rather, it is an invitation for growth for all members of the complex system. My viable solutions to the issue of incorporating mastery learning and an Indigenous worldview are about relying on legislation, and continuous support through creating responsive professional development plans.