Teachers in urban Title I schools in a Southeastern U.S. state are challenged by factors that might contribute to low efficacy for mathematics instruction. High percentages of non-White students are not meeting the state standards. In addition, teachers struggle with the intent of the mathematics standard indicators and how to best prepare students for success. This problem impacts urban Title I students because high efficacy for teaching mathematics is essential for improved student learning. This phenomenological study explored the common characteristics of teachers with self-efficacy for teaching mathematics who had participated in both coaching and team planning activities. The purpose of this project study was to offer to teachers and leaders of mathematics a strategy to use to impact teacher’s efficacy in mathematics instruction. Qualitative data gathered from interviews were organized and coded by listing significant statements then grouping the statements into themes. The findings indicated high efficacy was achieved by planning instruction, starting with possible assessment items; collaborating with grade level teachers; utilizing ongoing formative assessments during instruction; and developing a classroom culture for learning. The findings of this study revealed a need to further explore teachers’ mathematics content knowledge. Recommendations include ongoing opportunities for teachers to collaborate to enhance their changes in planning practices. Implications for positive social change include enhancing student achievement in mathematics.