<p>This study investigates how six U.S. high school mathematics teachers position themselves and their emergent bilingual students (EBs) within the classroom. eaSpecifically, it examines how translanguaging pedagogy promotes equity for EBs in mathematics learning environments. Findings indicate that teachers generally adopted inclusive and affirming storylines more frequently than exclusionary or deficit-based ones, though results varied across participants. Notably, teacher self-positioning was found to be inherently reciprocal to how the teachers position their EBs, often resulting in a dynamic distribution of power. During a year of professional development in which teachers used research-based tools and translanguaging strategies, this study demonstrates that translanguaging provides a powerful framework for challenging deficit narratives that marginalize EBs. The results suggest that teachers’ positioning with translanguaging storylines can foster more humanizing, rigorous, and linguistically inclusive mathematics classrooms.</p>