To advance a framework of indicators that promotes implementation of math standards under the Every Student Succeeds Act (ESSA), we tested a conceptual model of the resources and processes within schools that influence the opportunity to learn mathematics (OTL) in the classroom using a recent administration of the 2011 Trends in International Math and Science Study (TIMSS 2011). There is potential benefit to state departments and system-level practitioners from more information about how schools might influence student access to college and career-ready curriculum. Such information has the potential to shape the kinds of indicators stakeholders put in place to target problems and formulate solutions for math learning. To test the fit of our hypothesized model of math content and instruction OTL, we applied structural equation modeling techniques to school and classroom data from 425 fourth-grade U.S. math teachers in TIMSS 2011. We found a direct influence of instructional leadership on OTL math instruction in the classroom and teacher participation in math professional development. Content-specific resources indirectly influenced both OTL math instruction and content through teacher preparedness. The results of this study demonstrate a potential framework through which school leaders can support the preparedness of teachers in providing students with equitable access to coherent, focused, and rigorous math content.