Teacher collaboration and hands-on learning have both been recognized as a vital component to student success. This project represents an evaluation of the researchers' initial efforts toward providing an opportunity for students to earn a math credit towards graduation in a CTE class. It also shows how cross-curricular collaboration between a math and CTE teacher can display how one set of concepts is embedded in another's content area. The purpose of this study was to examine if a change in pedagogical practices can impact student success in math if taught in a CTE classroom. The data showed that students do have the ability to master mathematical concepts when taught within the confined of CTE coursework. Survey responses indicated that using the Math-in-CTE Model was valued. Overall, respondents valued a hands-on approach but seemed a bit reserved about the likelihood that it would've been beneficial prior to. Results imply that teachers with would like to continue this approach and possibly in other curricular area. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]