It is alleged by math teachers and their supporters that math problem solving actually transfers to skills in real or applied problem solving (RAPS). The purpose of this paper is to discuss the issue of math problem solving and the concomitant concept of mental discipline/transfer of learning. The mental discipline theory and evidence to support this theory is broached first, then the relationship between mental discipline and math problem solving is discussed. It is concluded that mathematics should be taught in public schools when there is high interest, high aptitude, or high need for this kind of learning. When math is taught, it should be taught well, integrating math theory as much as possible into the real world that surrounds students. Otherwise, the time spent in public schools that has been allocated to mathematics should be reallocated to the development of useful, relevant teaching in RAPS. (Contains 14 references.) (ASK)