The purpose of this study was to address the gap in research regarding the use of cooperative learning instructional methods in college mathematics courses to prepare future teachers. Bruner's constructivist theory and social interdependence theory guided this study. The research questions focused on the effects of the use of cooperative learning methods in college classrooms on math anxiety and achievement levels of preservice elementary teachers. A concurrent mixed methods design was used with a sample of students in four college mathematics education courses, two taught using lecture/discussion and two using cooperative learning. Quantitative data were collected using the Diagnostic Mathematics Assessments for Teachers and the Mathematics Anxiety Rating Scale. Both assessments were administered pre and post course. Qualitative data were collected during the courses via student interviews. Interview data were coded and analyzed for common themes which included minimal math courses taken and high mathematics anxiety. There were no significant differences in attitudes towards mathematics and achievement levels between the two groups reflecting different teaching styles. A recommendation is that teacher preparation programs consider the inclusion of different instructional methodologies in their teaching curriculums used to train future educators. Implications for positive social change include empowering teacher educators to use different instructional methods to model effective mathematics practices that can enhance learning and decrease anxiety for their preservice teachers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]