This research looked at whether teaching mathematics in a context effects student enjoyment. The research was conducted in a small secondary school based in Sussex. The data was collected from a year seven class of 32 pupils, by using questionnaires and observations. The findings show no significant difference of student enjoyment when taught in a contextual and non-contextual manner. However, the research found that students preferred a contextual style of question and commented that, teaching in a context aids their understanding of the concept being taught. This research concluded that, students enjoy lessons taught in a contextual manner because it helps with their understanding. It would be suggested to conduct further research by using a larger sample size. Additionally, the reliability could be improved by re-designing the questionnaire.