Abstract: In this talk, I will present three current projects, at various stages of completion. The first (a set of questionnaires) focuses at the level of student and instructor perceptions. The second (a course 'flipping' trial) and third (a calculus intervention) on the course and student levels, respectively. Though the projects are seemingly disjoint, I will make the argument that our, and our students', perceptions of mathematics and of each other affect our students' mathematical experiences and ultimately their mathematics learning.