The purpose of this study is to gain a deeper understanding of how the Mathematics Problem- the issue that students entering precalculus (and other bridging-style) mathematics in university are performing at an extremely poor level- is experienced and perceived by mathematicians. Additionally, this study looks at what effect these perceptions have on precalculus/bridging courses and how this information can be used to influence programming for incoming students in Western Canadian universities. Using hermeneutic phenomenology, this study found that participants view mathematics with a dual lens, which creates unique problems in mathematics lecture halls. Moreover, participants perceive that the dual nature of mathematics in combination with a lack of communication between high school teachers and university professors and lecturers has only contributed to the Mathematics Problem, resulting in a need to bridge the gap between mathematicians and high school mathematics educators. Finally, it is theorized that an asset-based approach to future precalculus/bridging strategies, as opposed to a deficit model, could create the opportunity for influential programming at Western Canadian universities, remedying the Mathematics Problem.