This article arose from an extensive NSF-funded research project that, through interviews, site visits, and a comprehensive survey, examined the mathematical competencies and conceptual understandings required of entry-level technicians with a two-year college degree. That project confirmed findings from previous studies in that the mathematical operations performed by technicians on the job involved competencies commonly taught in middle school or early high school. Our research went beyond this result, however, by seeking to understand the reasons behind technical students' difficulties with the mathematics they encounter in the workplace and why remedial courses have so often proved ineffective in addressing those difficulties. Particularly in light of changes in the workplace environment being brought about by artificial intelligence and data