Numeracy is the responsibility of all teachers in Australia. Graduates from Initial Teacher Education programs must demonstrate knowledge and understanding of numeracy teaching strategies. Currently, there is a limited research base to inform curriculum design of courses that develop strategies for embedding numeracy across the curriculum. This paper reports on the impact of one such course by drawing on pre-service teacher responses to two course tasks completed at the beginning and end of the course. The findings suggest pre-service teachers' confidence to address numeracy may have increased after studying the course.