In schools today, many elementary school teachers have inadequate training and understanding of foundational mathematics. This lack of mathematical understanding could impact the lessons and activities in their classrooms. This study aims to showcase journeys of teachers' mathematical journeys, their experiences as students, as pre-service teachers, and as current educators. It explores how educators' mathematical beliefs and self-efficacy, developed during their own schooling, influences their current teaching practice. This qualitative study examines four elementary and middle school teachers' experiences, through semi-structured interviews. Thematic analysis was used to identify common themes such as (1) the need for continued professional development, (2) a belief to teach through mathematics anxiety, and (3) the preference of a thorough mathematics curriculum. These findings align with seminal research regarding mathematics teachers' need for a vertical understating of mathematics through eighth grade (Shulman, 1987; Ball et al., 2008). The findings indicate the need for teachers to have a community of learning with their peers, along with a professional development program that can fill the mathematical gaps of teachers' content knowledge. [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.]