In this study the researcher seeks to address the national problem of exorbitant financial commitments to math proficiency that still leaves elementary schools failing to meet with success on state assessments. The researcher examines the scope of teacher preparation within mathematics, both at the pre-service and in-service level which demonstrates limited time spent on math methods. This limited math exposure calls for the need for strong professional development courses, but few are often content-specific. Furthermore, commercial curriculums that districts purchase often leave teachers without sufficient training. Teachers' efficacy, including self-efficacy and related to math-efficacy, has been reported to be skewed based on their experience. [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.]