This study explored the relationship between math anxiety and perceived self-efficacy for teaching mathematics in preschool teachers. Perceptions of and attributions for the teachers' perceived math anxiety and perceived self-efficacy for teaching mathematics were also explored. The study employed a mixed-method design consisting of both quantitative and qualitative components. Data were obtained through a questionnaire with measures of math anxiety and self-efficacy for teaching mathematics. Additionally, qualitative data were attained from 14 open-ended questions. Participants consisted of preschool educators (N = 96) from five school districts in southern California and northern Nevada. Quantitative data were analyzed using bivariate correlation, "t" test, and multiple regressions. Qualitative data were analyzed for recurring themes to identify the life experiences to which the preschool teachers attribute their math anxiety and perceived self-efficacy for teaching mathematics. Correlation analysis indicated participants' math anxiety and self-efficacy for teaching mathematics were negatively correlated. "t" test analysis indicated the participants in the higher and lower mean score for mathematics teaching efficacy groups had statistically different mean scores for math anxiety. In the multiple regression analysis, the general feeling toward math variable was a statistically significant predictor for the Abbreviated Math Anxiety Scale mean, as well as its two subscales: Learning Math Anxiety and Math Evaluation Anxiety. Age was a statistically significant predictor for Mathematics Teaching Efficacy Beliefs Instrument scores, as well as the Personal Mathematics Teaching Efficacy subscale scores. During qualitative analysis, several themes emerged. Early math experiences, math teachers, and family support contributed to respondents' feelings about math anxiety. Respondents attributed their feelings of perceived self-efficacy for teaching mathematics to the math methods training they received and preschool math content, as well as their own levels of math anxiety. Whether the respondents believed that completing a math methods course affected their teaching was dependent on strategies taught, hands-on experiences, and content targeting preschool math. These findings suggest the continued need for improved math instruction. Additionally, the findings suggest the need for improvements in the teacher preparation programs at universities and in the mathematical professional development provided to preschool teachers. [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.]