Educator preparation programs design their coursework and field experiences to help future teachers with knowledge, skills, and abilities to effectively teach mathematics. However, implementation of mathematical pedagogy and content has been seen as challenging for many school systems. Elementary and middle school teachers' experiences in their educator preparation programs need to be explored to help traditional and continuing education programs determine the types of support needed in these programs which will positively facilitate the implementation of mathematics best practices in the classroom. The purpose of this qualitative case study was to investigate the experiences of fifth and sixth grade teachers in their education preparation programs and how they were introduced to mathematical concepts to teach in their classroom. Guided by Mezirow's transformative learning theory, which posits that adults learn through reflection, perspective and experience this study examined the experiences and perceptions of elementary and middle school teachers who teach mathematics with a focus on geometry. The research questions examined the educator preparation program experiences of fifth and sixth grade teachers regarding mathematical content and pedagogical methods learned including geometry. Interviews, surveys and field notes were used to collect data for this qualitative case study. Some common themes which emerged from this study included instructional and pedagogical strategies, field experience, curriculum, teacher certification and self-reflection, communication, support and self-confidence in teaching geometry. The findings indicated, that overall, educator preparation programs were not beneficial in integrating effective mathematics modeling. For this reason, teachers were not well prepared to teach mathematics for their current grade level. However, the support teachers received from their field supervisor, peers and ongoing professional development training became essential in how mathematics was taught in the classroom. Displaying the inconsistencies of educator preparation programs based on teacher experiences. Recommendations from this study, based on results, may include improvement on how educator preparation programs present mathematical pedagogy and content to prospective teachers which may lead to academic improvement and positive life outcomes for students in mathematics. [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.]