Some see mathematics as instrumental—only useful for getting a good job or establishing credentials. Others see math as traumatic—reminding them of bad educational experiences. Still others see math as individualistic—a competitive quest to gain recognition among talented peers. All of these views are the result of an impoverished view of math. I’ll show how a broader view of mathematics as a means for human flourishing has practical implications for the way a math department welcomes its students and nurtures inclusive environments. An incarcerated man has helped me see more clearly what is important about a math education.