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This paper reports on a study that explored the subject and pedagogical content knowledge displayed by high school mathematics teachers in the Khomas education region in Namibia. The study was based on a quantitative approach using a survey design. A stratified random sampling method was used to select the participants in all the four school circuits in the region. The study population consisted of 79 Grade 12 mathematics teachers from public schools. A sample of 40 mathematics teachers took part in the study, completed a questionnaire and wrote a test. A Microsoft Excel spreadsheet was used to sort the data and produce graphs and tables. A paired t-test was also used to determine if a significant difference existed between the participants' subject content knowledge (mathematical knowledge in our context, (MCK) and pedagogical content knowledge (PCK). The findings revealed that the participants had some deficiencies on MCK topics such as quadratic equations, angles properties and numbers. They also portrayed weak PCK on fractions, simultaneous and linear equations. This shows that a significant difference exists between the teachers' MCK and PCK with tcalculated = 11.092 greater than the tcritical (between 2.712 and 2.704) at a significance level, α = 0.01 but also that the participants' MCK and PCK were moderately and positively correlated (r = 0.681, p < 0.01). This study recommends that mathematics teachers in the Khomas region be provided frequently with in-service training to strengthen their shortcomings regarding MCK and PCK (knowledge of mathematics tasks, knowledge of learners' misconceptions and difficulties, and knowledge of mathematics instructions). We also recommend further studies to determine how high school mathematics teachers' knowledge can impact learners' academic performance in other education regions in Namibia. [ABSTRACT FROM AUTHOR]