This paper describes the assessment of primary pre-service teachers' mathematics content knowledge and the associated support services provided at the University of Otago during 2013. Most pre-service teachers believed that the results from the assessments accurately reflected their mathematics knowledge and gave them useful feedback about specific content knowledge. There was moderate take-up of the four types of support offered, with few making no use or minimal use and few making high use of the support services. Preservice teachers who had access to all four types of support believed that the face-to-face teaching by a mathematics lecturer and the HOTmaths website were very useful.