This study sought to determine what percentage of students entering teacher education needed remedial instruction in basic high school mathematics and what impact the remedial instruction had on those students. Fifty-four freshmen from Eastern Kentucky University who were planning to major in teacher education were given a 20-item pretest assessing basic high school mathematics concepts, including basic algebra, fractions, addition, geometry, calculation of area, and factorization. Ten students (19%) were able to pass at the minimum competency level of 85%; the remaining 44 students were enrolled in the remedial course. A posttest was administered at the end of instruction. Results of a t-test on gain scores indicated a statistically significant difference. Implications of these findings for preparing mathematics education majors for teaching are briefly discussed. (Author/MNS)