According to Anthony Tomba (2021), scholars have highlighted the importance of incorporating diverse social and cultural contexts into instruction. Faculty often do not have access to contextualized precalculus lessons with instructor’s notes that they perceive to be relevant and important to both their students’ interests and future careers. The focus of this project is to develop an instructor booklet of precalculus and STEM college algebra lessons that contain a contextualized opening and collaborative, active learning lessons. This collection of instructor resources will be accessible to faculty throughout the institution and the state as open educational resources and via Canvas. Additionally, a key objective is to collaborate with other STEM disciplines to bring examples from their areas. During the two-year grant period, this project team will create a set of lessons, pilot them, and assess them. This team will facilitate this through an ongoing community of practice for instructors using the lessons developed to discuss and revise the content of the lessons. These lessons will increase students’ interest and engagement in the course and subsequent studies and result in improved student performance and a reduction in equity gaps on the pathway to calculus.