The implementation of the Curriculum Framework into Western Australia in 1998 has changed the nature of mathematics education in the state. A central premise of the Framework is student engagement with education. The Curriculum Framework describes engagement in terms of student attitude, motivation and beliefs. The aim of the research reported in this thesis is to develop an understanding of mathematics teachers' perspectives on how they engage lower secondary state school students in ways commensurate with the mathematics learning outcomes of the Curriculum Framework. Three schools were investigated as case studies. In each school, three teachers were interviewed as to their understanding of what engagement with mathematics is and how they engage their students with the learning area. The schools were from a variety of socioeconomic and geographic parts of Perth, Western Australia. From the analytical findings of the case studies, three propositions Were developed. The first of these is that engagement with mathematics requires students to demonstrate a combination of doing mathematics and thinking about mathematics. The second proposition is that student centred learning approaches encourage students to engage with mathematics. The third proposition is that student success is a key ingredient to fostering student engagement with mathematics.