The purpose of this study was to investigate the interrelationship of general mathematics skills, modern mathematics skills, modern mathematics achievement, prior mathematical attitudes, and postmathematical attitudes of prospective elementary teachers. A sample of 206 students was drawn from 286 students enrolled in a modern mathematics course. The American College Test Mathematics Usage Test was used to assess general mathematics skills. The Mathematics Inventory: Part II was used to assess modern mathematics skills. Modern mathematics achievement was measured by the raw scores on the final examination of the modern mathematics course. The Opinionnaire developed by Shatkin was used to assess prior and postmathematical attitude. Statistically significant positive relationships are found at the .001 level between general mathematics skills and postmathematical attitudes (r = .537), between modern mathematics skills and postmathematical attitudes (r = .416), between modern mathematics achievement and postmathematical attitudes (r = .416), and between prior mathematical attitudes and postmathematical attitudes (r = .861). The multiple regression correlation of modern mathematics skills, modern mathematics achievement and prior mathematical attitudes with postmathematical attitudes was also significant at the .001 level (R = .871). (Author/JP)