In this study, the researcher investigates educators’ beliefs in Grade 6, along with their effect on educators’ classroom practice and the possibility of changing such beliefs towards effective classroom practice. Four Grade 6 mathematics educators were sampled from the four selected rural primary schools in Moretele area (Bojanala district in the North West Province). Data was collected, at the four schools through educators’ interviews, lesson observations, and mark sheets (indicating learner performance). A qualitative approach was used according to which interviews held were transcribed and coded; lessons observed using observation schedule were coded and analysed; the mark sheets collected were also analysed. Based on the data collected from interviews, it appeared that the beliefs that educators have, emanated from different factors and experiences. The most contributing factor is the educators’ subject content knowledge (SCK). It was clear that there are differing beliefs that mathematics educators have about mathematics, mathematics teaching and also about the learners who do mathematics. Beliefs that educators have can be strongly held, which makes them difficult to change or less strongly held which makes them easy to change. Educators in this study displayed a contradiction in their beliefs. Some beliefs that are held by educators are not manifested in their classrooms. Strongly held beliefs are difficult but not impossible to be changed, and less strongly held beliefs can be changed through a process that can be undertaken in steps. This study also revealed that educators’ beliefs affect their classroom practice and if the effect is negative, and the beliefs that cause that negative effect are not changed, they will continue to have a negative impact on learners’ performance in mathematics. Educators can decide which beliefs they want to change, depending on the reasons why such beliefs are held and how the educators benefit from holding such beliefs. The analysis of mark sheets reveals that learners’ performance in mathematics is poor, especially in the half-yearly examination paper which is prepared by the provincial assessment section also called the North West Provincial Assessment. In overall, it was revealed that educators do not necessarily practice what they believe in hence there is a contradiction in educators’ beliefs. It was also revealed that changing educators’ beliefs can be a life-long process.