There is significant research addressing identities in mathematics focusing on school children and maximizing testing scores. However, mathematics confidence in preservice teachers is something that needs further attention as they will have foundational roles in students developing lifelong mathematics identities. Hence, mathematics confidence in pre-service teachers is the focus of this research set around word problems. Beyond this context, the study is inspired by the framing effect and its ability to alter perceptions with gain and loss discourse that frames the logical information presented. 80 early childhood pre-service teachers completed a survey and rated their pre-task and post-task confidence levels on a series of framed word problems. This method revealed that the framing effect had a negligible impact on task confidence with all frames increasing task confidence to similar levels.