This article describes a mathematics unit designed and implemented at a rural Appalachian school in the U.S. The unit was developed together with a diverse and international cohort of mathematics education interlocutors, collectively reflecting on the work of Rochelle Gutiérrez, allowing it to shape the real task of mathematics teaching with students. The author serves as the head of curriculum design and implementation at the school—an educational institution unapologetically engaged with a goal of not doing mathematics education like it is done in traditional settings. By focusing on the vitality of holistic pedagogy, this article illustrates the radical potential of mathematics curriculum design and implementation.