The pervasive shortage of mathematics teachers in Australia has resulted in a critical reliance on out-of-field (OOF) teaching, significantly impacting student performance. This study shares insights from a scholarly inquiry in progress aiming to map the complex educational ecosystem that perpetuates OOF teaching. This paper examines the positioning of OOF mathematics teachers within (or absent from) the current policy and organisational strategy documents that are supposed to support them. It explores analyses and interpretations using methodologies relating to the professional capital of the researchers considering them, with implications for future research.