One problem in elementary schools in facilitating students' literacy skills is the limitation of teaching materials. This study aims to explore the ability of elementary school teachers to write mathematical literacy modules based on the Bengkulu context. This research is descriptive research with a quantitative approach. Subjects consisted of two groups taken from 40 postgraduate students of elementary school teachers' education FKIP UNIB. Data were collected using ability tests, document analysis, and interviews. The results showed that: (1) there were differences in students' abilities to understand teaching materials before and after developing the module; (2) the fresh graduate students are better at choosing local context problems, designing modules, and displaying modules; (3) students from elementary school teachers tend to be better at developing indicators, presenting material, and examples of reinforcement; and (4) the literacy mathematics module-based local context has met the criteria valid in terms of construction, material, language, and readability.