A mixed-methods study investigated the relationship between teachers within urban Title I elementary schools (e.g., high versus low performing) and their mathematics problem-solving beliefs in six constructs ("perseverance," "procedural," "conceptual," "importance," "effort," and "usefulness"). The 181 teachers of students in third to fifth grades in 26 schools (93% response rate) took the 36-item "Indiana Mathematics Belief Scale," and 11 were interviewed. Descriptive and inferential statistics and qualitative thematic analysis were conducted. No statistical difference between teachers in high and low-performing schools in their mathematical beliefs was found in any of the six constructs. The qualitative results did deepen the quantitative findings in offering insights into teachers' recognition of the importance of conceptual understanding in mathematics. The implications and directions for future research are discussed, including further inquiry on addressing professional development supports for teaching problem strategies in mathematics.