I have something to say. Access to mathematics is a diversity issue. After re-watching a video interview with a Dr. Geneva Gay on culturally responsive teaching, I realized that my vocabulary around access to mathematics and Gatekeeping has to be strengthened. There is a history of stratification around who gets to learn mathematics, and after reviewing several New York Times articles from the past 100 years, the stratification about who and what is taught in classrooms is also part of cultural divide. When I talk about how to open the GATE, to mathematics learning, I am requesting that teachers, students, parents and the rest of society rethink their role in maintaining the system of math minds and non-math minds. Many theorists in mathematics education would say that everyone can do mathematics, but we are all controlled by the expectations and perceptions we hold in the system. My conceptual framework (My belief) is that everyone can do and be successful in mathematics, but in our American society, in general, only certain populations are allowed to do more than the typical arithmetic. This stratification means that only certain populations have access to all there is to offer in being a confident math person. My approach to Mathematics for All is to use our perceptions and expectations to unpack our histories around what it means to transform who we are around mathematics. I have something to say to our pre-service teachers about their role in the stratification process. Lets see what my time in Hungary does to my conceptual framework.