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This report describes a one-semester pilot study of experimental research, conducted during the second half of the 2003-2004 school year, that develops and tests a model to improve the maths skills of US high school students through courses with work-related contexts. As most career and technical education (CTE) students are not exposed to the higher levels of maths required after graduation, the study sought to determine how the maths skills of these students could be enhanced without detracting from the CTE skill-building needed for the workplace. The model started with the principle that the maths content should emerge from the occupational content. Implementing the pilot study required both curriculum enhancement and professional development for those teachers who taught enhanced curricula. The study addressed the following research questions: Does a math-enhanced CTE curriculum improve the transferability of students’ math skills to traditional and applied tests of math knowledge? Does an enhanced CTE curriculum affect students’ likelihood of requiring postsecondary math remediation? Does enhancing a CTE curriculum reduce the acquisition of technical skills or knowledge? The results indicated that explicit maths enhancement of the CTE curriculum in ‘specific labour market preparation’ (SLMP) courses can improve the maths skills of students without hindering their acquisition of occupational skills and knowledge.