This study investigated whether attitudes towards mathematics as exhibited by a group of preservice elementary teachers could be improved through remedial mathematics instruction. Previous studies have shown mathematics anxiety to be widespread among elementary school teachers, a population that is predominately female. Alleviating mathematics anxiety among future teachers is viewed as necessary if mathematics achievement among students is to be increased since teachers are seen to be most knowledgeable and to perform best in those areas they like most. Twenty-six junior and senior elementary education majors participated in the study. Attitudes towards mathematics were not significantly improved by a 13-week treatment program with this group of preservice teachers, but positive change scores were obtained. An underlying assumption of the investigation, that achievement and attitude in mathematics are positively correlated, failed to be supported by the data. The limit of time for treatment is seen as a likely limitation of this study. Changes in attitudes toward a field of study are projected to occur after a longer period of time than used in this investigation. (MP)