Women have historically demonstrated more anxiety related to mathematics than men (Van der Sandt & O'Brien, 2017). The purpose of this qualitative transcendental phenomenological study was to explore and describe how female elementary mathematics teachers' lived experiences influenced their beliefs and attitudes toward their self-efficacy in teaching mathematics in North Florida schools. Data were gathered on Bandura's (1977) self-efficacy theory constructs: mastery experiences, vicarious experiences, verbal persuasion, and emotional and physiological states. The self-efficacy judgments helped describe the influences on participants' self-efficacy for teaching mathematics. Ten female teacher participants provided interview data, from which I identified themes to address the four research questions. Themes about elementary through college experiences addressed Research Question 1, which focused on mastery experiences. Themes about parent and teacher behaviors addressed Research Question 2, which focused on vicarious experiences. Themes about the role of parents, teacher instructional behaviors, and teamwork addressed Research Question 3, which focused on verbal persuasion. A theme of self-regulation addressed Research Question 4, which focused on emotional and physiological states. The conclusion from the study data supported participants' descriptions of positive feedback from students, parents, administrators, and peers to be significant in their self-efficacy in teaching mathematics. The descriptions from female teachers and how they were supported in a professional capacity have implications for educational decision-making and practice, such as attention to early signs and data collection initiatives for students as they learn mathematics. Future research should investigate how parents and teachers monitor behaviors from early childhood to professional careers. [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.]