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This study aims to analyze the role of agricultural contextual knowledge on the mathematical understanding of vocational students. The study used a qualitative approach to vocational students in food crop and horticulture agribusiness competencies in Ciamis, Indonesia. Students solve the mathematical tasks in agricultural situations integrated with three-dimensional topics. The results obtained are: (1) students contextual knowledge of agriculture affects the understanding of the context or situation of the task; (2) some students who have agricultural contextual knowledge tend not to integrate the context of task problems and mathematical concepts; (3) students who have contextual knowledge, coherence and correspondence all information, connections with mathematical concepts tend to be able to complete tasks. These results indicate that contextual knowledge of agriculture can provide a role in mathematical understanding or not depend on the problem of the task and the ability of students in the coherence and correspondence of information, as well as mathematical connections.