Positioning students as competent is a teaching practice that uses specific, explicit affirmations to note that students have contributed something meaningful to the community of learners. It supports student agency in the mathematics classroom and contributes to the development of a positive mathematics identity. In this article, the authors provide a framework for elevating the practice of positioning students as competent in the classroom and present three classroom vignettes, one from each grade band (elementary, middle, and high), to illustrate this practice in action.