This exploratory, mixed-method study investigated how strength-based approach to mathematics instruction (SBAMI) influences the academic optimism of general education and special education pre-service teachers (PSTs). Academic optimism, linked to student achievement in previous research, was used as the theoretical framework. Data included interviews, artifacts, and surveys from PSTs enrolled in a special education or a general education mathematics methods course. The results of the paired-sample t-test showed a statistically significant increase in PSTs' academic optimism from the beginning to the end of the semester (t = 3.190, df = 43, p = 0.003, d = 0.48). Findings revealed that SBAMI influenced the academic optimism of the PSTs differently based on their past positive experiences and the connections they made between SBAMI and their future instructional practices. Also, SBAMI influenced both groups of PSTs through self-reflecting, envisioning their classroom, and eliciting student thinking. The insights gained from this study can support future general education and special education mathematics teachers in aligning their beliefs, feelings, and behaviors. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]