This preliminary case study examined the philosophical perspectives of mathematics teachers at a high school situated near the Texas/Mexico border along the lower Rio Grande river valley. Ninety-eight percent of the students and 69% of the teachers are Hispanic. The mathematics teachers were administered a questionnaire that gauged their philosophical perspectives relative to the Formalist Views and the Growth and Change Views of mathematics. The survey also required the respondents to self-report their classroom activities. Of the 16 mathematics teachers, 11 teachers were observed using a classroom observation instrument designed to rate the teachers' mathematics teaching in three categories: (1) student autonomy; (2) meaning and understanding; and (3) higher-order thinking strategies. The students of the observed teachers were administered a survey that gauged their attitudes toward mathematics and their perception of the frequency of particular classroom activities. The data analysis revealed that the teachers held a Formalist View of mathematics and their teaching practices were reflective of this belief. Consequently, their students experienced traditional mathematics teaching, such as lectures, worksheets and tests. Includes a section of recommendations for instruction and staff development. The student survey is found in the appendix. Contains 24 references. (Author/PVD)