When designing professional development for math teachers, teacher confidence, math anxiety, and student performance are factors to consider. St. Lucie Public Schools in Florida has seen a decline in performance in fifth-grade mathematics, where students are first asked to showcase their knowledge on operations for fractions. As a curriculum department, it is essential to design future professional development to meet the needs of teachers. Professional development plays an important role in supporting teachers in providing quality instruction to students. For mathematics, professional development is often designed using three different approaches: content knowledge, pedagogical strategies, or pedagogical content knowledge. This quantitative method study sought to investigate if teachers provided pedagogical content professional development reduces teachers' math anxiety, increases their confidence in teaching fractions, and increases student achievement. The study found that teacher confidence and student achievement increased with professional development, not specific to pedagogical content knowledge. Math anxiety was decreased with professional development, not specific to pedagogical content knowledge. These findings are discussed, and recommendations for the district are offered in the final chapter. [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.]