This chapter investigates the alignment of values in mathematics education within Brunei’s Master of Teaching program, emphasizing how novice teachers reconcile personal beliefs with institutional expectations. Through qualitative research methods, including teacher narratives, open-ended questionnaires, and case studies, the study explores how early-career educators navigate the balance between conceptual understanding and examination-driven curricula. Findings indicate that reflective teaching practices, mentorship, and collaborative learning play a crucial role in shaping teacher identity and values alignment. The study further proposes structured frameworks for embedding values-based reflection into teacher preparation programs, ensuring a holistic approach to professional development. By bridging the gap between theory and practice, this research contributes to the ongoing discourse on teacher resilience, adaptability, and effective pedagogy in diverse educational contexts.