This study used a mixed methods approach to examine student access and achievement differences based on the students’ 7th-grade mathematics class placement. Additionally, this study investigated the difference between teachers’ perceptions and pedagogical decisions based on their students’ placement levels. Finally, this study asked for teacher recommendations on developing an equitable mathematics placement policy. Findings revealed that students placed in 7th-grade honors courses are achieving at higher levels than their non-honors peers. The study also found that teachers hold their honors students to higher standards than their non-honors students and limit their non-honors students’ access to higher-level mathematics. The study concluded with a call to equity in the mathematics class with a short-term recommendation to implement a blind placement policy that only considers longitudinal standardized test scores and a long-term recommendation to detrack the mathematics class and train teachers to teach heterogeneous courses effectively.