Schools are expected to provide, among other things, skills in numeracy and literacy to pupils who may not have uniform abilities and aptitudes.  School curricula change over time in response to changes in perceived needs and desired educational outcomes. This paper looks into the mathematical preparation of Maltese students in today’s schools and considers how this is presently affecting an important minority of pupils, namely, those who will eventually pursue studies at university level reading for a degree in the sciences or in education with a science special subject. It suggests that school children may not be sufficiently aware of the strong link between science and mathematics.  It asks whether the current secondary and post-secondary school mathematics curriculum is providing appropriate preparation to allow students in science and science-related degrees to take on and successfully complete their studies. It is argued that the differentiated examining mode available at secondary education certificate (SEC) level may be seriously aggravating the problem of inadequate exposure at this level to critical and sufficient mathematics. The situation appears to call for remedy and difficulties in addressing the problem are discussed.