This paper discusses the mathematics teacher efficacy beliefs (MTEB) of primary initial teacher education (ITE) students. The study explore how ITE students’ MTEBs are influenced (or not) by mathematics education modules undertaken as part of an undergraduate Bachelor of Education (BEd) programme. It details how approximations of practice (Grossman, Compton, Igra, Ronfeldt, Shahan, & Williamson, 2009) have been incorporated into mathematics education modules to create opportunities for the development of MTEBs and reports on focus group interviews which explored MTEBs of ITE students.