The Mathematics Teaching Practices identified by the National Council of Teachers of Mathematics are eight research-based practices that promote mathematics teachers' implementation of specific knowledge to support student understanding. We wondered which practices mathematics teachers perceived as most characteristic and least characteristic of their teaching and if groups of mathematics teachers might have similar beliefs about their use of the MTPs in their teaching. Data from 39 mathematics teachers of grades 5-12 and one administrator who completed the Teacher Action Q-Sort revealed three distinctive groups: predominantly high school teachers and teachers with post-baccalaureate degrees, predominantly early career middle school teachers, and predominantly beginning middle school teachers. We describe each group, provide a visualization for each group's composite Q-sort, and report the similarities and differences across the groups of teachers. We also include implications and recommendations for teachers of mathematics and those who provide professional development to teachers of mathematics.