This dissertation presents a mixed-data investigation aiming to comprehensively understand math anxiety in teachers. Math anxiety is defined as "feelings of tension and anxiety that interfere with the manipulation of numbers and solving of mathematics problems in a variety of ordinary life and academic situations" (Richardson & Suinn, 1972, p. 551). This study focuses on a rural Nebraska district comparing practicing elementary and secondary teachers on the variable of mathematics anxiety. Employing both quantitative and qualitative data collection, the research seeks to explore the correlations between teachers' self-efficacy and math anxiety. The quantitative process involved the use of the Mathematics Teaching Efficacy Beliefs Instrument (MTEBI) to measure teacher self-efficacy and the Math Anxiety Scale for Teachers (MAST), as a way to measure math anxiety. Complementing these quantitative measures, a qualitative component utilizes a semi-structured interview process to uncover common experiences of teachers with mathematical practice. Previous studies on math anxiety in teachers often concentrated on elementary or pre-service teachers, emphasizing teachers' qualities rather than a teachers' experience influencing their instructional practices. This study takes a distinctive approach, drawing on semi-structured interviews with eight (8) practicing teachers to gain deeper insights. By combining quantitative and qualitative data, the research provides a more holistic understanding of the intricate relationship among teachers' self-efficacy, math anxiety, and their instructional practices. The finding aims to contribute valuable insights for teacher training programs and cultivating a positive learning environment for mathematics education. [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.]