A study that identified mathematics processes and concepts taught in industrial arts-technology education courses in Louisiana high schools and the time spent teaching used the following methods: literature review; phone interviews with persons recognized nationally for their efforts at infusing math, science, and technology into the high school curriculum; examination of state-adopted curriculum guides for 16 courses; examination of 8 state-adopted curriculum guides for mathematics courses; and a questionnaire mailed to 248 Louisiana high school industrial arts-technology education instructors. According to instructors, 753 math objectives were taught in 16 courses and mathematics is an integral part of most of the courses. The following recommendations were made: (1) Louisiana teachers should continue to incorporate additional math-related objectives and instructional materials into their courses; (2) math-related course content should be made readily identifiable in curriculum guides; (3) educational administrators should recognize that math concepts and skills are being taught and reinforced in industrial arts-technology education courses and they should not eliminate vocational education courses to make room for required math programs. (The document contains a list of math competencies taught, report of hours spent on each competency in each of the courses, and eight references.) (CML)