The purpose of this mixed method study was to investigate future special education teachers' preparation for effectively teaching mathematics. During the last semester of their program, pre-service special education teachers completed elementary level mathematics computation and problem solving assessments, a mathematics efficacy beliefs survey, and an open-ended question about their teaching methods. The assessments were analyzed using qualitative and quantitative methods. Analysis revealed that participants who described their instruction as solely procedural in nature rated their teaching outcome expectancies lower and achieved lower computation scores than other participants. The results and their implications will be discussed.