School leaders are seeking ways to improve teacher quality as expectations on high-stakes test scores increase. An elementary school has had difficulty meeting state standards in mathematics and has struggled to show that students have learned the content. Researchers have found that the beliefs and experiences of educators influence classroom practice. Therefore, this study was an exploration into how teacher beliefs and experiences influenced the implementation of an inquiry based program used by educators to teach mathematics at the school. The math program focused on developing student understanding and critical thinking. A program evaluation, using an intrinsic case study approach, was used. Purposeful sampling allowed for interviews and observations of elementary educators. Six themes were created after the transcripts and descriptive field notes were coded and analyzed. Results indicated that educators implemented the math program in different ways based on what they believed students needed. Results also indicated a need for improvement in mathematics instruction by building consistency and collaboration among the staff. A professional development training was created to emphasize mathematics content and collaboration in an effort to improve teacher effectiveness and learning for students. The study contributes to positive social change by helping educators become more knowledgeable about math and become better instructors, which may improve student knowledge and therefore improve performance on high-stakes assessments. [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.]