This project investigated the effects of a standards-based mathematics methods course on the mathematics anxiety levels of preservice teachers. The qualitative portion of the study examined aspects of a math methods course that affected mathematics anxiety levels and the antecedents of mathematics anxiety. Findings revealed a significant difference (p less than 0.05) between pretest and posttest mathematics anxiety levels, indicating a decrease in mathematics anxiety from the onset of the mathematics methods course. (Contains 2 tables.)