The current study employed a mixed methods research design to examine differences in math teacher efficacy based on experience, factors influencing math teacher efficacy, and the impact of math teacher efficacy on pedagogical practice. Participants were nine math teachers of grades three through five in a rural Georgia elementary school. Bandura's construct of self-efficacy provided the theoretical framework for this study. Math teacher efficacy was assessed using the Math Teacher Survey, adapted from the Mathematics Teaching Efficacy Beliefs Instrument. Semi-structured interviews were utilized to gather information regarding participants' antecedent and professional experiences with math. Four themes emerged from interviews regarding factors influencing efficacy: (a) precursory experiences, (b) teacher preparation, training, and professional learning, (c) mathematical shifts, and (d) professional experiences. Teacher practices were captured using the Classroom Observation Protocol, adapted from Inside the Classroom Observation and Analytic Protocol, as well as lesson plans and field notes. No significant relationship was found between math teacher efficacy and years of experience or between math teacher efficacy and pedagogical practices. Implications for leaders of training and preparatory programs and staff development as well as others in education settings are explored.