In this article, the author discusses the findings of a micro research project which explores students' perceptions of learning mathematics when embarking on undergraduate studies in education. The theme for this study is the consideration of a possible link between adults' perceptions of learning mathematics and the effect this may have on their ability to learn mathematics education as undergraduates. The author acknowledges that the area of "mathematics anxiety" is well researched, and this article aims to examine this issue from a slightly different perspective, by beginning to explore the evidence base from where this anxiety may originate. (Contains 4 figures.)