This study sought answers to two questions: (1) Is it possible to change the attitudes of prospective elementary teachers toward mathematics through the study of enrichment problems, and (2) what is the relation of attitude toward mathematics and achievement in mathematics? The sample consisted of 145 students enrolled in a content course at Indiana University, 95 of whom were in the experimental group and 50 in the control group. The experimental group was given an enrichment problem while the control group was not. Dutton's Attitude Scale was administered to both groups as a pre- and post-test, and an achievement test was administered to both groups at the end of the semester. A correlational study was conducted to find the relation between attitude, achievement, and ability. Results indicated (1) the attitudes of the experimental group changed significantly relative to the attitudes of the control group, (2) there was a significant difference between the achievement scores of those students who considered the enrichment problems and those who did not, (3) there was a significant correlation between the post-test attitude score and achievement and SAT mathematical scores respectively, and (4) there was a significant correlation between achievement scores and the mathematics ability scores with the post-test attitude scores held constant. (RP)