In recent times, there has been considerable interest shown in the affective domain of mathematics education with research findings pointing out that affective variables have profound impact on classroom practices of mathematics teachers. In other words, teachers' conceptions of mathematics and mathematics teaching are greatly influenced by teachers' personal experiences from the classrooms. The purpose of this study was to explore and understand the personal experiences of senior secondary mathematics teachers regarding teaching mathematics, with particular emphasis on the challenges which teachers perceive as influencing their instructional behaviour. The following research questions guided this study: (1) What do Fijian mathematics teachers like most about teaching Forms five and six?; and (2) What major teaching-related challenges do mathematics teachers face in teaching Form five and six mathematics? This study adds to our current understanding of teacher behaviour given the lack of related research in the context of a small, developing island nation in the Pacific. Such an understanding is important because mathematics teachers' experiences will tell us what works and what may not work in the reality of classroom teaching.