The aim of this study was to investigate the implementation of modern mathematics in the primary schools of Somalia. In particular, three concerns were addressed: (1) teachers' confidence and ability in teaching mathematics; (2) students' interest in mathematics; and (3) students' examination performance in mathematics. Subjects were 30 teachers and 150 pupils in Primary One (age 8) in four schools in Mogadishu and Afgoye. Observations, teachers' notes, interviews, questionnaires (for teachers), and tests (for students) were used. The results are reported in terms of: (1) class size (only 10 percent of the classes had an enrollment of less than 50); (2) teachers' qualifications (only two-thirds had attended the in-service course in mathematics) and achievement of students and teachers (poor); (3) lesson preparation; (4) classroom evaluation; and (5) confidence and ability of teachers. Recommendations suggest that a training course needs to be carefully planned, and some basic characteristics are listed. Appended are the instruments used in the study. (MNS)