The purpose of this quantitative study was to investigate the relationship between mathematics teachers’ self-efficacy and the use of technology and the Internet in secondary education classrooms. The focus was on the Internet as a tool to promote mathematics communication and literacy in the online environment. A total of 100 mathematics teachers in grades 7-12 from the Northeast region of the state of Pennsylvania completed the Internet based survey. One-way ANOVA, Pearson product moment correlation tests, and various descriptive statistics applied to data. Results revealed a significant relationship between teachers’ attitude toward using technology for cultivating mathematics literacy and personal self-efficacy (p < .05). A significant relationship was not found between years of experience and technology use, or between the level of self-efficacy and technology use (p > .05). An important recommendation from this study is to investigate why teachers, who maintain a highly positive attitude toward using technology and an equally high level of self-efficacy, two key indicators for technology integration, are not using more technology to help cultivate mathematics communication and literacy in grades 7-12.