This paper describes a program for minimizing students' inability to relate present day school mathematics to real-world experiences, including the high-tech communities around them. The targeted population consisted of second grade elementary students in a growing middle class community located in a suburb of a large metropolitan area in the Midwest. The problems of relating math to real-life experiences were documented with test scores, teacher observations, peer consultations, parent and student surveys, and pre and post inventory tests. Analysis of probable cause data revealed that mathematics education looks more like a relic of the past that is simply inadequate to the challenges of the future. Further data reveals that teachers and parents may pass math anxiety on to their children. A review of solution strategies suggested by authorities combined with an analysis of the problem setting resulted in the development of an integrated math and literature program using natural curiosity about math through children's literature. Post intervention data indicated a reduction of math anxiety by integrating literature into the math program and an increase in the students' ability to problems solve in real-life situations. A well-rounded program should include math games, computer programs, math centers, math manipulatives, and math centered real-life units. (Contains 40 references, and 2 figures and 2 tables of data; appendixes contain survey instruments, parent involvement newsletters, math activities to be done in a family environment, a 29-item list of literature based math lessons, and a 29-item list of trade books.) (Author/RS)