Teachers play a vital role in nurturing and shaping learners in school. Extensive researches have been conducted showing that beliefs in the nature of teaching and learning held by the teachers will affect their actual classroom practices. In Malaysia, not many studies have been done on mathematics teacher's beliefs at the national level. The purpose of this study is to investigate the beliefs of Malaysian mathematics teachers at the secondary level. The sample of this study consisted of 39 mathematics teachers who were randomly selected from all the secondary schools in Malaysia. This is a quantitative study using descriptive statistics and mean differences to interpret the data. The finding showed that constructivist beliefs are stronger than the direct transmission beliefs both the male and female teachers. In addition, there was no significant difference in the direct transmission beliefs and constructivist beliefs by gender.