The researcher in this study theorized that preservice elementary teachers who had taken a semester-long mathematics course emphasizing a constructivist approach to instruction would realize a decreased level of math anxiety and gains in perceived teaching efficacy and autonomy over those who had taken a teacher-centered course based on a more traditional lecture-recitation model of instruction. Although the results of this study did not unequivocally support that conjecture, they are encouraging, curious, and thought provoking.