Outlets for students to develop mathematical ideas and skills to solve real-life problems and applicable situations have been neglected in secondary classrooms (Gainsburg, 2008). Designing curricula that applies real-life situations has been promoted by the National Council of Teachers of Mathematics (2000), the National Research Council (1998), and the Commission on Behavioral and Social Sciences and Education (2000) and also is an expectation of state standards for student learning (Texas Education Agency, 2009). Contrary, evidence has shown low benefits to classroom real-life examples perceived by students. This study served dual purposes: 1) Determine the relationship between place-based education and mathematics learning, and 2) Investigate teacher conceptions of place-based education opportunities in high school, mathematics curriculum. This study employed two methodologies. A mixed-methods approach was employed for the meta-analysis of place-based programs and the second employed qualitative methods of structured interviewing to determine teachers’ conceptions of place-based pedagogy. Upon completion of the study, I concluded: 1) Place-based pedagogies align toward more foundational mathematic skills (e.g. measurement, number sense) when implemented, and 2) Teachers’ conceive place-based as a general effective tool for student engagement and real-world context of how mathematics functions in society.