High-needs urban educators often evaluate students based on lower grade level standards and less rigorous curricula that result in a lack of student self-efficacy and engagement. The problem is that students in mathematics experience transformative feelings of negative self-efficacy that lead to a lack of student engagement and achievement. The purpose of the study was to investigate teacher perceptions of student self-efficacy and engagement when social-emotional pedagogy is integrated into the mathematics curriculum. There is a lack of literature evaluating teacher viewpoints on student self-efficacy when social-emotional learning (SEL) is incorporated. This study was framed by stereotype threat theory and mindset theory to explain how students in low-income, urban communities are perceived as lacking in ability. Using qualitative analysis, middle school math teachers perceived increased student engagement and self-efficacy when SEL was included in the content curriculum. Interpretive phenomenological data were gathered using semi-structured interviews and questionnaires of observations, details, and experiences of 15 math teachers from a midwestern urban school district. Participants had a minimum of 2 years of teaching experience and included a SEL intervention program twice per week. Data were digitally compiled and analyzed using a deductive coding and meta-ethnographic approach to connect contextual information. The results of this study found a common phenomenon of positive student behavior and academics by integrating SEL. Student self-efficacy was directly linked to math performance, but there was a lack of consistency and relevancy in the intervention method used. It is recommended that SEL be integrated with fidelity and intentional frameworks of accountability and progress monitoring procedures. [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.]