Having access to highly qualified and effective mathematics educators is paramount to creating a populace of problem solvers that can contribute to society as needs evolve and technology advances. Current teacher shortages are a problem facing the American education system. The teacher shortage is perpetuated by low enrollment in traditional teacher certification programs, increased teacher retirement, and high levels of attrition due to stressors related to the teaching profession. Mathematics teachers have a higher rate of attrition compared to teachers in other disciplines. As more teachers in the classroom become certified through a non-traditional pathway, it is important to investigate what impact these certification pathways have on the classroom via attracting and retaining highly qualified mathematics educators. Examining the impact through the lens of identity provides insight into what impacts teacher retention through identity development and commitment. A mathematics teacher that is committed to their profession would identify as having a strong professional teacher identity (PTI), a strong mathematics identity (MI), in addition to a strong sense of belonging to a mathematics educator community where they feel valued and supported by a broader mathematics educator community. Mathematics educators need a strong PTI and MI to make their work meaningful to remain in the field. The purpose of this study was to examine secondary mathematics teachers' professional teaching and mathematics identities based on their certification pathway in Oklahoma. A survey design was utilized to collect quantitative and qualitative data to provide a robust understanding of mathematics identity and professional teacher identity to examine the impact that certification pathways and in-services teaching experiences have on their overall identity commitment to being mathematics educators. The findings suggest that there were no differences in PTI and MI based on certification pathway of the sample. Continued research is needed to determine what in-service experiences impact commitment to being a mathematics educator. [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.]