The achievement gap has alluded school leaders for more than 50 years. Students living in poverty are continually at the bottom of every academic measure, specifically in mathematics. The COVID-19 closures have exacerbated the gap to a point where it will be noticeable for our entire lifetime. This study sought to enlighten educators on the relationships between self-efficacy, poverty, and mathematics achievement. Both quantitative and qualitative methods were mixed to gain a multidimensional perspective. General education eighth-grade mathematics students were targeted and determined that there is a relationship between self-efficacy and the poverty gap. A multi-phase approach was applied throughout one school year. Observations, open-ended writings, and interviews were paired with test scores and self-efficacy scales to show the full picture of the effects of poverty on a student's self-efficacy. [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.]