Introduction: An effective teaching and learning environment has been identified as a factor having an impact on the functionality of school. The purpose of this study was to explore the relationship between the satisfaction level of mathematics teachers with their collaboration and recognition at school as a significant component of general job satisfaction, and their general and subject-specific beliefs about teaching and learning as well as their self-reported instructional practice. Method: The data was collected from 9th grade mathematics teachers in Latvia (N = 390) and Estonia (N = 327) using scales measuring teacher job satisfaction, general beliefs on teaching/learning, beliefs about mathematics teaching/learning and regular practice in class from the questionnaire created for a larger study on mathematics teachers within the international NorBa Project. Results: The results show significant positive inter-relationships between collaboration and recognition on the one hand and constructivist beliefs, beliefs in the constructivist-oriented process aspect of mathematics teaching and constructivist practice on the other hand. Although the influence of teachers' age and work experience was also examined, it did not appear to be significant in the context of the research. Some cultural differences between Latvian and Estonian teachers were discovered in relation to the main variables and their relationships. Discussion: The findings of this study indicate the importance of teachers' satisfaction with the collaborative culture of schools in developing teachers' beliefs and instructional practice in line with school reforms oriented toward the ideology of constructivism. Implications for practice and directions for future research are discussed. (Contains 3 tables.)