Action research is demanding, and often unpredictable. In this article, the author first introduces the context of her research on "Cultural Mathematics" and briefly describes the preparation for the course, with minimal comment on the methodology. She presents some of the challenges that arose during the course, using the categories that emerged from the analysis. In conclusion, to approach mathematics lessons using sociocultural and historical elements is not a remedy for re-engaging students. Nevertheless, it is worthwhile as such a change has the potential to result in higher levels of engagement. (Contains 1 figure.)