Education serves as a vital bridge between science and society. As a way to improve mathematics and science education, an increasing number of voices are calling for international benchmarking. A desire to look to other countries’ practices was catalyzed by the Third International Mathematics and Science Study (TIMSS), which included a detailed curriculum analysis. A summary of mathematics topics taught in grades 1–8 in the top six performing countries revealed a similarity in scope and sequence. Of these countries, only Singapore conducted instruction in English, which facilitated its adoption in the United States. Over the past 10 years, an increasing number of individuals, schools, and school districts have adopted what they understand to be the Singapore mathematics (SM) curriculum. It has been formally approved for adoption with modifications in California and in use in a number of districts and schools around the United States. SM frequently is equated with a method of solving word problems, the bar model. This symposium will describe the careful scope and sequence of the SM syllabus, the mathematics concepts students learn, ways in which all students can learn mathematics to high levels, and how individuals are prepared to become teachers.