This chapter focuses on numeracy in the middle years of schooling. It examines the significance of mathematical knowledge, tools, and dispositions for students of this age. The authors argue that while school mathematics is foundational to numeracy capability, teaching numeracy like literacy is the responsibility of all middle years teachers. They recommend that teachers identify the numeracy demands of their subject area and plan numeracy teaching to ensure successful learning outcomes for students in this age group. The chapter draws on Goos Model of Numeracy to explain the multidimensional nature of numeracy in middle years’ students’ lives and for assisting educators in numeracy planning and teaching. An assets-based approach to teaching numeracy in the middle years is advocated. The approach focuses on student strengths in content, disposition, communication and participation, and involves a classroom culture where students work collaboratively. The chapter recommends whole school numeracy programmes that engage middle years’ students in real investigations which emphasis and support the development of skills, knowledge and dispositions necessary for success beyond school.