This qualitative research project explored the self-perceptions of pre-service secondary mathematics teachers completing a Graduate Diploma of Secondary Education. Specifically, the researcher investigated the extent to which teachers perceived their readiness to commence a secondary mathematics teaching position. The project relied principally on the use of a single, 10-item, qualitative research instrument that was used repeatedly and flexibly over time. Participants were asked to complete two questionnaires; one was administered before and after their Teaching Internship Practicum. Responses from all participants indicated varying degrees of readiness to teach secondary mathematics. An analysis of participant responses suggests three key findings: pre-service teachers require further training in mathematical content, particularly in upper school content; pre-service teachers require additional training in mathematical pedagogy; and the practicum experience confirmed initial participant perceptions of teaching readiness.