Elementary teachers' mathematical self-efficacy is abundantly important in the mathematical growth in students. Research suggests early career elementary teachers have a low level of self-efficacy in teaching mathematics. The purpose of this study was to examine perceived changes in teacher self-efficacy in teaching math after participating in a focused professional development coaching cycle. The theoretical framework used to design the study was built by Adult Learning Theory, Social Learning Theory, and Self-Efficacy Theory. The research questions sought to explore perceptions of teachers' self-efficacy in mathematics teaching and systematic professional development in mathematics instruction. The design of the study collected perceptions through surveys, observations, and interviews. Data discussion of the findings would be beneficial to district leaders seeking to increase teachers' self-efficacy in elementary mathematics. [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.]