This paper is a discussion of the possibility to develop an inclusive and equitable mathematics education in primary school based on success factors found in prior research. The overall goal is to develop a model for education and to develop an approach where sociopolitical and pedagogical issues are core. The study contributes to this important and challenging task by building on earlier research from different fields of relevance, generating a model for sustainable development of mathematics education, and at the same time, deriving from and anchoring the model in teachers and students’ experiences of everyday life in the mathematics classroom.