A study was undertaken to investigate the implementation of an ethnomathematical unit in a mathematics classroom in the Maldives. The research was conducted during the first four months of 2002 at two primary schools and involved teaching grade 5 students an ethnomathematical unit of work on measurement. The unit was designed in conjunction with the teachers. In this article ethnomathematical curriculum models are discussed and the approach used in the study is described. Data are presented indicating teachers' and students' reactions to using such a curriculum unit. The data showed that despite the very traditional education of the Maldives, the ethnomathematical approach was appreciated and understood by teachers and students. (Contains 2 figures.)