In order to achieve its vision of an empowered society and a growing economy by December 2018, Zimbabwe, through its ZimAsset economic blueprint (Government of Zimbabwe, 2013) has planned to resuscitate and recapitalise the local industry. Like other nations, Zimbabwe’s industrialised economy is growing quickly and becoming one that embraces information communication technologies. Mathematics education and mathematical literacy feature high on the list of factors that can lead to growth in industry and a vibrant economy. This study therefore sought to explore the challenges and prospects of secondary mathematics education and industry synergies for socio-economic transformation in Zimbabwe. Data were generated from semi-structured interviews carried out in a previous study with 28 conveniently selected parents and with two parents in this current study. Open-ended questionnaires (questaviews) were given to ten purposively selected employers, two conveniently chosen science and mathematics education inspectors and ten randomly selected secondary school mathematics teachers in Gweru District, Zimbabwe. It was found that parents and employers strongly voiced the importance of mathematics in industry and for the country at large and offered suggestions on curriculum changes which they wished to be implemented. Employers were unhappy with the mathematics education system in Zimbabwe, which focused more on theory and less on practical work, attachment and fieldwork. It was concluded that shortages of material and financial resources, negative attitude of stakeholders and lack of a proper policy were the challenges that could hinder implementation of mathematics education-industry synergies. Some of the recommendations were that the Government should come up with a national policy on a mathematics curriculum that links classroom-gained knowledge with students’ careers because it will lead to the economic, scientific and technological development of the country. It was also recommended that employers work together with the teachers involved in students’ assessment and attachment and help students produce goods and artefacts for sale and the sustenance of their communities. This would be in line with constructivism and education with production principles.