In this article, the authors discuss how a system change framework was developed to change the way a school system worked for students. Decades of reports documented inequitable placement into and completion of remedial mathematics in the University of Wisconsin System (UW System). Incoming "undecided" students often enrolled in college algebra--even if they were unlikely to enter a science, technology, engineering and math (STEM) field requiring the algebra-calculus pathway. Among those perhaps not quite ready for college-level math, the time needed to successfully complete prerequisites often delayed or derailed their progress. A collaborative system change framework and iterative process proved solid and flexible enough to withstand buffeting through stormy seasons of cuts to budgets, threats to shared governance, restructuring of the two-year colleges in UW System, multiple changes in senior leadership, and a 100-year pandemic. Significant impacts on students resulted when institutions embraced structural changes such as math pathways, the use of multiple measures for placement in math, and the development of co-requisite courses. The added focus on pedagogy--including equitable practices in online math instruction--is engaging more math faculty and staff, impacting more students, and contributing to sustainability of UW System Math Initiative progress.