Changes in mathematics instruction in vocational programs in Swedish upper secondary schools are intended to improve mathematics skills so students will perform better on national mathematics tests. Curriculum requires that all vocational students in Course A take 100 hours of mathematics instruction, but nearly 50% of them have been failing. Traditional mathematics instructors have been unable to link math concepts to vocational subjects to show students the relevance of mathematics skills, while vocational instructors who do not have mathematics backgrounds have been unable to teach compulsory mathematics satisfactorily. In the KAM Project, vocational and mathematics teachers worked together to integrate their expertise and develop mathematical models that were relevant and applicable to vocational students and that demonstrated the relevance of mathematics to their future careers. Results of a study in which one class was taught traditionally and another was taught with integrated methods suggest that the KAM Project will succeed in improving the success rate of vocational students on national mathematics tests. (Includes examples from a Swedish National Test Course A, 4 figures, and 5 references.) (MO)