<p>Reports on poor academic performance in mathematics and science at the Kenya Certificate of Secondary Education (KCSE) examinations have been linked to inequitable distribution of qualified teachers within the country and inadequate preparation of mathematics teachers. In Dadaab, once the largest refugee settlement globally, these two factors play a significant role in the quality of education. Teachers’ professional competence remains an integral component of student achievement through meaningful integration of content areas for students. However, this reality is lacking in refugee settings. This qualitative study is part of a larger mixed-methods study focused on the implementation of two courses, specifically primary/junior level mathematics; and mathematics, science, and technology through the teacher education program in the Borderless Higher Education for Refugees (BHER) project. Through interviews and reflections, the authors report on how teacher candidates (TCs) identify and incorporate funds of knowledge from their families, communities, environment, and everyday numeracy practices into the teaching and learning of mathematics in a refugee context. The study findings reveal that TCs embraced curriculum guided by cultural knowledge and cultural experiences of students in varied ways, and in response to the social and pedagogical affordances in refugee contexts. Mobilizing cultural tools presented opportunities for TCs to make connections with community knowledge and learn from their everyday experiences, enhance participation, reflection, and agency in integrating culture in teaching and learning. Nevertheless, there were gaps and tensions in identifying, understanding, and integrating culturally based practices in the teaching and learning of school mathematics.</p>