The purpose of this study was to identify factors that reduce mathematics anxiety in preservice elementary teachers enrolled in mathematics content courses. Students enrolled in ten sections of four different, required mathematics content courses in one specific semester were chosen as the population for this study. Approximately 180 students were administered the Mathematics Anxiety Rating Scale--Short Version (MARS-SV) at the beginning of the semester and upon completion of the semester. The sample included 28 students--15 students whose mathematics anxiety reduced based upon results of the MARS-SV and 13 students whose mathematics anxiety increased based upon results of the MARS-SV. The study was qualitative in design. Qualitative methods included individual interviews and electronic mail questionnaires. The 15 students whose mathematics anxiety reduced participated through individual interviews and follow-up electronic mail questionnaires. The 13 students whose mathematics anxiety increased participated through electronic mail questionnaires. The findings of this study indicate that preservice elementary teachers attributed their reduction in mathematics anxiety to some teacher-related behaviors. These behaviors included teachers' willingness to help and methods of teaching. Specific teaching methods cited were step-by-step explanations and hands-on activities. In addition, findings suggest that preservice elementary teachers believe that certain instructional strategies would be the most effective way to reduce the mathematics anxiety of preservice elementary teachers. The instructional strategies recommended included providing test reviews with sample test questions, explaining mathematics concepts thoroughly, incorporating hands-on activities into courses, and making the mathematics content relevant and useful as a future teacher. The researcher suggests further study investigating the details of teaching methods and instructional strategies utilized by instructors. Additionally, because the instructors of these preservice teachers were not a component of this study, the researcher recommends examining the views of instructors including their understanding of mathematics anxiety and what, if any, techniques do they use to address the mathematics anxiety of their students. Two appendices are included: (1) Instrumentation; and (2) Course Syllabi. Includes a Bibliography. (Contains 7 tables.)