<p>This study explores student access to learning mathematics, focusing on how 38 early-career teachers (grades 6–12) across the USA describe and address access in their classrooms. Drawing from a socioecological framework, we examined data from teacher interviews and classroom videos to understand the impact of systemic supports and constraints on teaching practices. Findings indicate that external pressures, including mandated curricula, pacing calendars, and standardized assessments, influenced teacher practice, and the use of more procedural, direct instruction. At the same time, teachers expressed concern for students’ well-being, actively sought to address lack of material and instructional resources, and demonstrated flexibility in supporting absent or struggling students. While teachers demonstrated a commitment to principles of inclusive teaching, their classroom practices often reflected exclusive patterns of participation. And all teachers experienced tensions as they navigated school policies, curriculum limitations, and/or time constraints, which often undermined opportunities for extended classroom discussions and broad participation that could promote access. At the same time, a small number of teachers were able to create student-centered classrooms, and these teachers shared common prior experiences with respect to their teacher training programs. Based on our examination of the experiences of all 38 teachers in the study, we share some recommendations for teacher preparation and early-career teacher professional development.</p>