High-performing suburban districts are often looked to as a model for teaching and learning. The status quo, for many students, indicated future success. However, when the authors critically examined their structures and practices, they saw places where they perpetuated inequities. Specifically, these practices included tracking students in mathematics starting in fourth grade. Students' academic careers were decided at the age of eight. This had to stop. Disruptive change, when it targets cultural norms, perceived and real biases, and underlying issues of equity such as race, ethnicity, gender, and ableism, require a systems approach. The purpose of this article is to share what the leaders, teachers, coaches, supervisors, and building administrators did to successfully detrack elementary mathematics. In this article, the authors share the steps they took, the frameworks they relied on, and the lessons learned to empower teachers and students.