This paper examines how mathematical understandings might be facilitated through student-centred inquiry. Data is drawn from a research project on student-centred inquiry learning that situated mathematics within authentic problem-solving contexts and involved students in a collaboratively constructed curriculum. A contemporary interpretive frame was utilised and mixed methods were used to collect data. The project took place with a Year 10 class in a purpose-built New Zealand secondary school. The findings indicated that mathematics centred on real-life learning was highly engaging, with student choice and the co-construction of their research questions central to that engagement.