Mathematics education in Zimbabwe faces persistent challenges of inequity, with underprivileged learners often disadvantaged by systemic barriers and gifted learners frequently underserved due to a lack of intellectual stimulation. This study explored how differentiated instruction, growth mind-set pedagogy, and Universal Design for Learning (UDL) principles can enhance equitable mathematics learning in secondary school classrooms. Adopting a qualitative multiple-case study design, the research purposively sampled 10 mathematics teachers and observed their classroom practices. Data were collected through semi-structured interviews and non-participant classroom observations. Collected data were triangulated to ensure credibility. Thematic analysis was used to analyze data. Findings revealed that teachers who intentionally adapted content, processes, products, and learning environments, while fostering growth mind-set beliefs and applying UDL principles, significantly improved learner engagement, participation, and confidence. Challenges such as limited resources, large class sizes, and insufficient professional development were identified as constraints to full implementation. The study concludes that contextually grounded, theory-informed inclusive pedagogies can foster equity, motivation, and high achievement for both underprivileged and gifted learners. Recommendations include targeted professional development, integration of flexible teaching strategies, and policy support to scale inclusive mathematics practices in Zimbabwean schools.