Algebra is a fundamental topic in mathematics and lays the foundation for mathematical reasoning and complex problem-solving. A baseline study conducted in the Maldives showed that algebra test scores were the lowest compared to any other area of mathematics. Research shows that strengthening algebra instruction could improve student achievement. This concurrent mixed methods study examined the algebraic content and pedagogical knowledge of five sixth grade mathematics teachers who teach in five different schools across the Maldives. This study is guided by Shulman’s major categories of teacher knowledge and Ball, Thames, and Phelps’ domains of mathematical knowledge for teaching. The research questions examined the relationship between teachers’ perceptions of their mastery of algebraic content and pedagogical knowledge, and what teachers actually know about algebraic content and pedagogy. Purposive sampling was used to select the 5 participants. Quantitative data were collected using the Diagnostic Teacher Assessments of Mathematics and Science – Middle Mathematics Teacher Assessments and qualitative data were gathered through lesson observations, interviews, and analysis of teachers’ lesson plans and notes. All participants believed that they were proficient in both algebraic content and pedagogical knowledge. However, the results of this study showed that all participants lacked both algebraic content and pedagogical knowledge. Moreover, in-depth analysis of the textbooks and resource materials used by these teachers revealed that algebraic concepts were explained incorrectly in the prescribed textbooks, and resource materials.