The purpose of this study was to conduct a survey of special education and general education teachers' mathematical skill and perception of competence. The participants (n=206) were current (n-32) or future (n=174) elementary (K-6) and middle level (4-8) general and special education teachers enrolled in two major state universities in the Southern United States. The participants completed surveys of K-6 mathematics content and reported their perceived level of teaching competence. Findings indicate no differences in mathematics skills by certification area, but significant differences exist by grade level and perceived level of competence in teaching mathematics. The results have implications for teacher preparation. (Contains 1 table.)