This quantitative descriptive and correlational study aimed to explore elementary teacher beliefs about mathematics and its relationship with instructional practices. The Constructivist Learning Theory and the Guiding Principles for School Mathematics provided the theoretical framework for the study. Descriptive and correlational research techniques were used to collect and analyze data on teachers' mathematical beliefs and instructional practices. The study's hypothesis stated that the Beliefs about Teaching and Learning Mathematics (B-MTL) survey and the Frequency of Mathematics Instructional Practices Survey (FMIPS) data are, at minimum, moderately correlated. Data was collected using a convenience sample, which included 70 elementary mathematics teachers within a private school system in the Northwest. The teachers participated by submitting a 42-question online Qualtrics survey, divided into three parts: the Beliefs about Teaching and Learning Mathematics survey (Schoen & LaVenia, 2019), the Frequency of Mathematics Instructional Practices survey (Carney, et al., 2015), and demographic questions. The results from the Beliefs about Mathematics Teaching and Learning Instrument (N = 70, M = 2.51, SD = .40) indicated teachers disagreed with Facts First, Fixed Instructional Practices, and Transmissionist belief statements. Results from the FMIPS showed teachers utilize Social Constructivist instructional strategies more frequently (N = 70, M = 5.83, SD = 1.05). However, they use Transmission-Oriented practices only slightly less frequently (N = 69, M = 5.89, SD = 1.22). Thus, data indicated instruction utilized both Social Constructivist and Transmission-Oriented instructional practices. Further, correlational tests between the Beliefs about Mathematics Teaching and Learning and the Frequency of Mathematics Instructional Practices data showed three statistically significant relationships. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]