This article presents a study, Building Academic Skills in Context: Testing the Value of Enhanced Math Learning in Career and Technical Education, which focused on areas where mathematics concepts logically occurred in the technical and career field being studied and emphasized the math skills students must learn to understand those concepts in the career and technical education (CTE) classroom--in other words, teaching math in its natural context. Instead of contriving context-based problems to insert into the math curriculum, the study emphasized math that supports technical education. The study sought to determine whether: (1) enhancing "math in CTE" improves math performance, (2) math-enhanced CTE curriculum decreases the need for mathematics remediation in postsecondary settings, and (3) enhancing the math in CTE results in a reduction in student learning in that career area. The study involved 131 CTE teachers in five curricular areas, their math-teacher partners, and almost 3,000 students. The findings demonstrate that students show statistically significant gains in traditional measures of math skills and in the college placement test when CTE and math teachers partner to create math-enhanced lessons and the CTE teachers implement those lessons in the classroom. These gains occur with no loss to the career area learning and minimal time invested by the CTE teachers and their math partners. Math and CTE teachers should work closely to develop the curriculum and pedagogy. Key principles include developing and sustaining a community of practice to support teachers. (Contains 1 figure.) ["Making Math Work" was written with Heidi Hansen.]