The CAME project was inaugurated in 1993 as an intervention delivered in the context of mathematics with the intention of accelerating the cognitive development of students in the first two years of secondary education. This paper reports substantial post-test and long-term National examination effects of the intervention, yet, by discussing the methodology used, questions the assumptions implicit in the original intention. It is now suggested that a better view is to regard CAME as a constructive criticism of normal instructional teaching, with implications for the role of mathematics teachers and university staff in future professional development.