This paper reports on the implementation of a high level contextualized mathematics curriculum by 12 adult basic instructors in a midwestern state. The 10-week pilot curriculum embedded high level mathematics in contexts that were familiar to adult learners. Instructors' weekly online posts were coded, and the following themes emerged: (a) relevancy of content and context was the most cited facilitator in overcoming difficulties associated with learning high-level mathematics, (b) instructor adaptations of the curriculum shifted from reactive to proactive as they began contextualizing content independently, and (c) according to instructors' reports, adult learners grew more proficient in connecting mathematics with their life experience while instructors adopted a more interactive teaching style. Implications for adult basic education are discussed.