In this article results from an examination of beliefs about teaching and learning primary mathematics are reported. Commencing and graduating pre-service teachers completed written surveys and interviews. Common to many pre-service teachers were memories of mathematics lessons with teacher demonstrations, completing set exercises, using mathematical equipment, and playing competitive number-based games. Various factors influenced their beliefs including: having theory linked to practical examples, reflecting on more recent experience of teaching and learning contexts, and listening to experiences shared by friends and family members who teach. (Contains 2 figures and 6 tables.)