This paper presents the initial findings of my PhD study investigating science and engineering undergraduates’ relationship with mathematics and the contexts that inform this relationship. Thirty-two students completed an online questionnaire consisting of three open-ended questions. The data was analysed using thematic analysis with both inductive (data-driven) and deductive (theoretical) coding. A summary of the background, theoretical perspective and conceptual framework will be presented followed by some initial results. Student responses illustrating two emergent themes will be described