Contexts are currently enjoying much prominence in school mathematics. Generally, the contextual issues and situations learners are exposed to and deal with in Mathematical Literacy are, with good reason, determined by curriculum, learning resource and test designers. This article reports on a study that investigated contexts that learners would prefer to be exposed to and handle in mathematics. It focuses on one particular school which was intimately involved during the initial stages of developing the instruments of the study. The major findings are that learners in this school expressed a high preference for mathematics that would provide them access to studies at higher education institutions and mathematics involved in issues related to health, politics and modern gadgetry such as SMS's and e-mails. Low preference was accorded to issues related to agriculture, the environment and indigenous knowledge systems. Based on these findings it is concluded that a curriculum sense balancing the contextual interests preferred by learners and other curriculum stakeholders is needed.