Data from the pilot use of a mathematical applications in science course for secondary-school pupils are presented. The course was offered in a variety of ways. Among these were: 1) as a one-semester elective course to sophomores who were planning to study chemistry; 2) as part of a physical science course for low achievers; 3) as part of a chemistry course; 4) as part of a physics course; and 5) as part of a special biology and algebra sequence in an inner city school. The achievement of all students are presented, as measured on special pre- and post-tests. Among the conclusions, the program is seen as helpful, capable of teaching new skills, well developed, coherent, and well received by students and teachers. The biggest problems were: 1) how and where to place the program in traditional educational settings; 2) the appropriate grade level; and 3) how to implement it in traditional time settings. It was found that the program involves a unit of time that does not mesh well with quarters, semesters, or year-long courses. (MP)