The notion of mathematical literacy has gained momentum internationally during recent time through the influence of the Programme of International Student Assessment and national concerns about the ability of citizens to use mathematics effectively in   in person, civic and work life. Accordingly, it is to be expected that these concerns should be reflected in relevant curriculum documents. This chapter presents a content analysis of a sample of 12 national curricula documents in relation to mathematical literacy. The analysis shows that there does not appear to be general agreement about the definition and of mathematical literacy within the analysed documents. We conclude the chapter by considering the implications for practice of the identified variations in understandings of mathematical literacy internationally.