The following study aims to examine the special mathematical knowledge needed in order to teach mathematics. Furthermore, the study attempts to explore how teachers’ views on the knowledge needed in order to teach mathematics affects their student’s opportunities to develop their conceptual understanding. Qualitative and quantitative empirical data was attained by observations and complementary interviews. A total of three teachers, all working at the same school, was observed and interviewed. The study used Ball, Thames & Phelps (2008) practice-based theory of mathematical knowledge for teaching, MKT, as its theoretical framework when analyzing the empirical data. The result of the observations displays that math teachers tend to use common content knowledge far more than specialized content knowledge during their lessons. The outcome of this also study reveals that there is a tendency among teachers to interfuse mathematical concepts with terminology. Conceptual understanding is equated with the use of correct terminology. The students are not exposed to the underlying ideas of the mathematical concepts. The study also concludes that there seems to be a sectioning between the mathematical content taught in grade 4-6 from the rest of the content being taught in elementary school, with a low number of connections being made between mathematical topics and concepts included in the curriculum.