In this chapter, we draw together the early grade mathematics (EGM) work reported on in this volume and in Volume 3, offering a bird’s-eye view of what we know. Pulling together the emerging themes that cut across the mathematics chapters and the factors identified as impeding progress, we reflect on what it will take to have South African children doing mathematics with confidence in the early grades by 2030. We note through this analysis that in the decade from 2010 to 2020, rates of curriculum coverage have improved, but teachers’ knowledge and their access to learning mathematics remain serious concerns. We have identified the following priorities for improving outcomes in mathematics learning: 1) mathematics-focused teacher-development programmes, 2) university-level capacity for mathematics-focused initial teacher education programmes, 3) school–university government partnerships for research design hubs, 4) more flexible working with the National Curriculum and Assessment Policy Statement (CAPS) and language policy, and 5) building capacity for school-based instructional leadership.