Research has suggested that there are significant gender differences in the fields of study that students choose after completing high school. Females are less likely to select a discipline that is based on math and science abilities than are males. While many researchers conclude that these differences are attributable to variations in attitudes, experiences, and/or achievement, there have been relatively few studies that have examined perceptions about math and science ability based on gender role type and gender-type socialization. Participants for this study included 65 female teachers teaching either a subject not heavily dependent on advanced math/science skills (e.g. elementary education, English, Social Studies) or a subject that relies heavily on understanding advanced concepts in math/science (e.g. chemistry, physics, biology, mathematics). Participants completed questionnaires designed to assess math self-efficacy, gender role type and gender-type socialization. The proposed design was to examine differences in math/science self-efficacy using a 2 (gender-type socialization) x 4 (gender role type) ANOVA. However, given the low numbers of individuals across groups, a one-way ANOVA comparing math/science self-efficacy scores by group was completed first. The independent variable was subject taught (non-math/science or math/science), the dependent variable was math/science self-efficacy. No significant differences were found between groups on math/science self-efficacy. To test hypotheses involving gender role type and gender role socializations across majors, a series of Chi Square test of independence analyses were conducted. Results and implications of exploratory analyses will be discussed in the paper.