This study was undertaken to investigate the effect that Realistic Mathematics Education (RME) has on pupils’ enjoyment of mathematics. The research took place in a year seven, set four mathematics class within a secondary academy in Hampshire. The sample consisted of 15 pupils. The levels of enjoyment of these participants were established through questionnaires prior and post-implementation of RME over a 10 week period. Furthermore, pupil diaries were also used subsequent to the introduction of RME to gain further information regarding pupils’ enjoyment. Through analysis of the obtained data, with specific regards to characteristics of RME, there were mixed views regarding pupils discussing their work with peers. On the other hand, the majority of participants enjoyed learning though visual representations, with many stating that it helps them to understand the question. Overall, the research exposed that generally, the implementation of RME did not cause a significant increase or decrease in pupils’ enjoyment of mathematics. However, when examining further, significant increases and decreases of enjoyment were apparent in individual pupils.