The aim of this research project was to explore Grade 10 Mathematics teachers understanding and practices in implementing the NCS in their rural schools. The research further explored perceptions teachers have about the curriculum. The research was conducted in four rural schools under Ugu District the Lower South Coast Region of KwaZulu–Natal which were randomly selected based on the rural location of the schools. Four teachers one from each school were selected on condition that they had taught Grade 10 Mathematics for more than two years from 2006. The data was collected from questionnaires, observations and interviews. The study was focused on the understanding and teaching practices that teachers have as they go about implementing Grade 10 Mathematics curriculum in their schools. The findings of the study indicate that generally the teachers felt the content of the curriculum was appropriate for their Grade 10 learners. However it was also found that not only one teacher made an attempt to mediate in context. In terms of assessment all the teachers supported the traditional methods of assessment, and had a superficial understanding of assessment. None of the teachers used lesson plans while teaching. In terms of support none of the teachers received unsolicited help from their HODs or school management. In terms of classroom teaching, none of the lessons that were observed included feedback or consolidation of previous work. The lessons of the teachers were also very poorly resourced. The recommendations of this study are that teachers need to familiarise themselves with the current policy documents and to make more effective use of their teaching time Furthermore the school management teams also need guidance on how to provide teachers with support that can help them improve their teaching. / Thesis (M.Ed.) - University of KwaZulu-Natal, Edgewood, 2012.