This mixed methods study explores secondary students' math identities. The primary purpose of this dissertation is to examine the relationships among students' math identities, their perceived problem solving practices, and their perceived self-regulated learning strategies. This study holds implications for teachers, school administrators, instructional coaches, teacher preparation professionals, policy makers, and educational researchers who influence the education of secondary math students. This dissertation examines the following research questions: What is the relationship between secondary students' math identities, their perceived problem solving practices, and their perceived self-regulated learning strategies? What is the relationship between problem solving, self-regulation, and math identity given gender? How do secondary students articulate their math identities? Does students' articulation of the development of their math identities explain their problem solving practices and self-regulated learning strategies? The design methods are grounded in Bandura's (1986) social cognitive theory and mixed methods methodology, which includes quantitative correlational research, qualitative interviews, and survey research. The instruments include: (1) a survey of students' math identities and perceptions of their problem solving and self-regulation practices and (2) structured qualitative interviews, of students reporting positive and negative math identities, to explain the quantitative results. [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.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]