This mixed-methods study examines the impact of a 2-year/30-credit certificate program in elementary mathematics pedagogy on teacher capacity for teaching mathematics in grades K-8. An online survey with open-ended questions and follow-up teacher interviews generated data for analysis and program review. The goals of the review were to determine the effectiveness of professional growth for mathematics teachers; to gain an understanding of barriers to mathematics education; to gauge teacher preparedness to become leaders in mathematics education; and to identify potential gaps in the program. Teacher feedback included suggestions for course alignment, increased focus on assessment, and enhanced inclusion strategies to ensure success for all in mathematics. Analysis of the results revealed noteworthy findings across three themes: professional development and content knowledge, leadership and culturally responsive pedagogy. Implications included opportunities to modify existing course curriculum in the areas of assessment, inclusion and equity; to enhance course facilitation across the program; and to augment leadership opportunities provincially for mathematics teachers.