This chapter offers practical ideas to immediately address disability social justice struggles and embodiments in elementary mathematics education, a fertile context for abolitionist work. The chapter first introduces Disability Studies in Mathematics Education (DSME) framework, then ways that abolitionist tenets of immediacy, intersectionality, and imagining can further inform this framework, and consequently classroom practices. Abolitionist practices with its long, rich genealogy have been applied to educational fields but to a much lesser extent in mathematics education involving disabled youth. As a scholar-activist teacher educator, the author offers educational unit planning and designing as an avenue for abolitionist practice in elementary mathematics classrooms. A key feature of DSME with Abolitionist Tenets (DSME-A) unit is who, youth with “severe or profound” disabilities, and what, equity and social justice, are centered. Such an approach aims to disrupt mathematics education contexts as sites of harm and incarceration for disabled youth, particularly those of color. This chapter closes with a detailed description of DSME-A unit planning and designing for practitioners to consider in struggles toward liberatory practices in their contexts.