Elementary teachers are expected to teach all relevant material in all areas of the curriculum to their students. Even after completing excellent teacher preparation programs, these teachers often have little confidence teaching mathematics. In fact, many of these teachers have negative feelings toward mathematics from their own classroom experiences. These negative views impact the way teachers present mathematics lessons to their students. Studies show that when teachers are given positive experiences in mathematics, they are more confident and better prepared to teach mathematics to their students. This work offers a possible way to rectify elementary teachers' low self-efficacy in mathematics by offering effective professional development. Using teachers' prior experiences to design and implement a professional development opportunity, this three-phase study shows that teachers can increase their self-efficacy in mathematics so that they feel prepared to teach students in an elementary classroom. [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://www.proquest.com/en-US/products/dissertations/individuals.shtml.]