This study investigated K-12 teachers’ of mathematics likelihood of recommending subject-specific academic acceleration in mathematics by a conceptual replication of the Teacher Attitudes Toward Subject-Specific Acceleration (TATSSA) instrument (Rambo & McCoach, 2012). The population of K-12 teachers’ of mathematics (N=118) scores on the TATSSA was compared to the original population of core subject teachers by comparing model fit and factor structure of the scale and was viewed through a framework of the Integrated Behavioral Model (Montano & Kasprzyk, 2015). Teachers’ of mathematics perceived norms on acceleration was weighed against their likelihood to accelerate. Through structural equation modeling, the conceptual replication of the TATSSA was confirmed and the model was improved by adding the Perceived Norms scale to the model. This study looks at how personal characteristics of K-12 teachers of mathematics moderate their likelihood to accelerate gifted students. A sample of 118 teachers of mathematics took the Teacher Attitudes Toward Subject-Specific Acceleration (TATSSA) instrument (Rambo & McCoach, 2012) and the Mathematics Teaching Efficacy Beliefs Instrument (MTEBI) (Enochs et al., 2000) to see if mathematics teacher self-efficacy or grade level taught moderates the likelihood that a teacher will recommend subject- specific acceleration for a given student. Structural equation models were run and it was determined that teacher self-efficacy did not increase the proportion of variance in the model predicting teacher likelihood to accelerate, but grade level of the teacher did impact likelihood to accelerate, with elementary teachers being more likely to accelerate a student than middle level mathematics teachers. Ideas for further study and implications for teacher professional learning are offered.