This paper focuses on using sociocultural theory to support a context-based approach to teaching mathematics. A goal of the research was to explore the opportunities-to-learn of using a context-based approach to enrich student engagement with mathematics. This paper focuses on the practice of one female secondary school teacher as expressed through an interview transcript. Data were analysed using a participation framework. Findings suggest that aspects of a context-based approach to teaching mathematics can be used by teachers to promote student engagement with mathematics in the secondary classroom.