This paper describes the experiences of two pre-service primary teachers in a teacher education subject focusing on mathematics and learning difficulties. It describes how bibliotherapy was a powerful reflective tool that provided them with the opportunity to respond cognitively and affectively to their own schooling. By analysing readings about school students' learning and issues such as mathematics anxiety, they reflected on and reconstructed their understanding of their own school experiences. In turn, this challenged their assessment of their capacity to learn and teach mathematics. Bibliotherapy was a healing process that generated both enthusiasm for teaching and an enhanced confidence as the pre-service teachers looked to the future. (Contains 1 footnote.)