This investigation traced changes in anxiety for teaching mathematics (ATM) among pre-service elementary school teachers (n=36) enrolled in a mathematics methods course by analyzing their weekly journal entries. Journal entries were coded for high level of ATM (ATM-high) or absence of ATM (ATM-absent) during the first class session, as well as high level or absence of ATM and classroom context throughout the semester. Results of analysis of initial ATM-high (n=8) and initial ATM-absent (n=8) journal entries found variability in ATM levels among both groups throughout the semester. Initial ATM-absent pre-service teachers consistently reported high levels of interest in teaching mathematics. Similarly, when those reporting high initial ATM described interest in developing creative strategies for teaching mathematics, their ATM was reduced. For initial ATM-high pre-service teachers, when ATM became severe during the semester, it interfered with learning new course material. Implications for developing mathematics methods course curriculum are discussed. (Author)