The fundamental goal of any STEM (science, technology, engineering, and mathematics) course must be to involve students in the acquisition and mastery of the knowledge, skills, and perspectives of a technical discipline. This chapter describes an instructional model for infusing social and cultural learning into a technical course. This model intertwines the technical learning characteristic of STEM disciplines with experiences and information to allow students to make better sense of some of the challenges and problems faced by other peoples and other cultures. In practical terms, implementation of this approach involved introducing sociocultural phenomena through collections of readings (including photographs and maps where appropriate), short video clips illustrating key aspects of each situation, and activities or games that the students would engage with as preparation for their mathematical work. When the students had become acquainted with the social situation, a problem or question would be posed to them and a structured worksheet provided to guide students through the intellectual process of developing mathematical tools to make better sense of the social problem. (Contains 1 figure and 1 table.)