Results from standardized assessments reveal substandard mathematical performances by Indian students. Many theories have been posited to address this age-old phenomenon. Through the lens(es) of Sociocultural Theory, Self-Systems, and Critical Theory, this qualitative study sought to determine factorsthat impact the learning experiences of Indians who have been successful in mathematics. Four Indian- mathematics teachers (three females and one male) were interviewed and completed a questionnaire for this qualitative document. The investigator was also a participant. All four participants were educated in public schools and teach in urban school districts. Three of the four participants are currently pursuing doctoral studies; the other has a masters degree. All four teach high school; two of them have also taught at the college level. Three of the participants were involved in an earlier related pilot study which served as the initial phase for this inquiry.

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