In the paper the results of an empirical study, which has evaluated the development of mathematical literacy in an innovative teaching programme, are presented. The theoretical approach of mathematical literacy relies strongly on applications and modelling and the study follows the approach of R. Bybee, who develops a theoretical concept of different levels of literacy. Using this approach, the development of mathematical literacy over one year of a selected group of students within this curriculum project is described. It becomes clear that at the lower level of mathematical literacy great progress has been made, but the progress is quite small at the higher level of mathematical literacy. Especially concerning translation competencies between mathematics and reality, and vice versa, the progress is small and there are great deficits within the students.