In educational administration, at-risk students as well as dropouts have always been a serious subject of reflection. In the quest of solutions to address the educational needs of these students who, for wide range of motives, could no more fit in the traditional educational system, various approaches have been sought. One of these is alternative education as delivered in specific centres such as the Centre de Formation Professionnelle de Dogbo. This study, a seven months research action study, assumes that the trade-oriented education programs of the centre are more effective in re-engaging academic understanding of mathematics (algebra) to at-risk students and school dropouts enrolled. To verify this hypothesis, a pre- test versus post-test comparison was made from tests administered to a single class of thirty-four students after a Maths (Algebra) class was co-taught with a Career and Technical Education (CTE)/Masonry teacher twice a week from January 2018 to May 2018. The results evidenced that CTE motivates at-risk students to have higher levels of academic engagement and aspiration to stay in school. Furthermore, the students demonstrated competence of the work expectations and the desire to further their learning process.