The Australian Curriculum: Mathematics v. 9.0 (ACARA 2022) is structured around six content strands: Number, Algebra, Measurement, Space, Statistics and Probability. An expectation of mathematical proficiency has been embedded into curriculum content across all strands. It is expected that students will develop and apply mathematical understanding, fluency, reasoning and problem-solving as they learn mathematical content. It is these areas that typically receive the most attention in mathematics classrooms, particularly as there are requirements to assess and report on students’ progress in these strands. The Australian Curriculum v. 9.0 also identifies seven general capabilities, which encompass knowledge, skills, behaviours, and dispositions, and three cross-curriculum priorities: Aboriginal and Torres Strait Islander histories and cultures, Asia and Australia’s engagement with Asia, and Sustainability. However, Atweh, Miller and Thornton (2012) contend that these areas receive minimal reference in the content descriptions and elaborations, leading to the impression that they are only given lip service. This chapter will provide an overview of the general capabilities and cross-curriculum priorities, and will also identify ways in which these aspects of the curriculum can be enacted into authentic mathematical experiences for students.