Introduction: The possible presence of negative attitudes towards mathematics in preservice primary education teachers is a matter of concern if we consider that such attitudes will affect their university education and will have an impact on their future teaching practice. Method: Anxiety and self-confidence towards mathematics, as dimensions of attitude, are analyzed using a descriptive and correlational method. The study sample contained 488 preservice teachers enrolled in the first year of the Primary Education Degree at the University of Granada. Results: The preservice teachers had a mean anxiety level of 2.76 and self-confidence level of 3.32, out of a possible 5. In addition, the data reflect a high, significant, negative correlation between these two attitudinal dimensions. Discussion and conclusions: The levels of anxiety and self-confidence obtained are inadequate for proper formation in mathematics. We underscore a need to implement training actions designed to improve confidence and reduce anxiety towards mathematics in this population.