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This quantitative correlational study explored the relationship between math anxiety and math self-efficacy among practicing elementary teachers in a midwestern county. The independent and moderating effects of the number of math content courses taken, the complexity of math courses taken and the number of years of teaching experience were also evaluated. Data from 148 teachers were collected, of which 130 provided complete information for analysis. The Math Anxiety Scale for Teachers (MAST) and Mathematics Teaching Efficacy Belief Instrument (MTEBI) were used to measure math anxiety and math self-efficacy