This work considers quality and equity in mathematics education and addresses how discursive circumstances on national tests position students, particularly those in need of special support, at both the individual and group levels. Research on equity and quality in mathematics education often focuses on policy and the big picture, school governance, or personal stories. By contrast, the purpose of this text is to connect those perspectives, chiefly by exploring contradictions and connections as shown in discourses on equity and quality in Sweden. Sweden presents an interesting case given the tension between education’s goal to promote social justice by providing ‘high and equal education for all’ and the neoliberal governance of schools where students’ choice of school is central (Lundahl 2016). Finally, I offer some conclusions regarding equity in quality and quality in equity as those relationships inform national tests, as well as discussing challenges and possibilities that lie ahead.