Despite the need to possess adequate problem-solving skills (Grady, Watkins, & Montalvo, 2014), mathematics performance among students -- especially in urban communities, remains stagnant (NCES, 2003; TIMMS, 2015; NAEP, 2019). Langlie (2008) held problem-solving skills introduced in elementary schools would prepare students for tremendous academic success and productive employment. Researchers such as Stipek, Givvin, Salmon, and MacGyers (2001) have found a relationship between teacher beliefs and elementary students' performance in mathematics; however, few (e.g., Arikan, 2016; Arabeyyat, 2017) have intentionally focused on teachers' beliefs in urban schools. In this two-phase mixed-method design, the researchers focused on 26 urban elementary Title I schools. The researchers addressed elementary students' teachers' beliefs regarding instructional strategies for mathematical problem-solving and the factors that may explain differences in high versus low performing urban Title I schools. The 181 participants (93% response rate) from teachers of third through fifth-grade students on the 36-item "Indiana Mathematics Belief Scale" indicated no statistical difference in mathematical beliefs between teachers in high and low-performing schools. Analysis of 11 teacher interviews representing high-performance schools during the second phase found that they recognize the importance of conceptual understanding in mathematics. Future research avenues include a further study on educators' beliefs about problem-solving in urban school districts, research methods to address the challenges in breaking barriers to problem-solving, and professional development supports for teaching problem strategies in mathematics. [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.]