Teachers' confidence, beliefs, practices and attitudes are significant factors for understanding and improving the educational process. This paper reports initial results for profiling a group of 75 mathematics teachers, from grade 4 upwards, from schools in the province of KwaZulu-Natal in South Africa. The research investigated confidence levels of teachers regarding the teaching of various mathematics and statistics topics. It also investigated teachers� beliefs in their ability to use the mathematics and statistics required to meet the general demands of everyday life as well as their beliefs in their ability about mathematics and statistics in the teaching and learning process. A survey instrument was constructed and subsequent feedback revealed that teachers generally have high confidence in teaching fractions, decimals, percentages, pie graphs and histograms, patterns and measurements, however their confidence in making connections of mathematics and statistics to other learning area and engaging in critical debate about mathematical and statistical statements in social media, needs attention. In relation to their beliefs, teachers reported a positive view towards the need to be mathematically and statistically literate in everyday life, as well in their teaching practices in general. Surprisingly, we found that teachers� confidence and their beliefs are with correlated each other.

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