A disproportionate number of preservice elementary teachers exhibit high levels of math anxiety (Reid et al., 2018). Not only does this inhibit their ability to understand mathematical concepts, but it also negatively impacts their pedagogical approach to math (Beilock & Maloney, 2015; Reid et al., 2018). Teachers who experience math anxiety encounter challenges when it comes to effectively explaining concepts, including the appropriate use of mathematical vocabulary. The use of mathematical language, which includes content specific vocabulary, holds significant importance in shaping students' comprehension of concepts (Riccomini et al., 2015). However, the relationship between math anxiety and correct usage of mathematical vocabulary is a relatively unexplored area. This research used a mixed-methods approach to explore the role of mathematical discourse in enhancing the content knowledge of community college preservice teachers, facilitating their acquisition of mathematical vocabulary, and mitigating math anxiety. Surveys were used to evaluate preservice teachers' level of math anxiety and their beliefs about the importance of using correct vocabulary when explaining concepts. Data were gathered both before and after students completed a mathematical content course for early childhood and elementary education. Interviews with the course instructors were used to ascertain the degree to which discourse was used as a way to strengthen preservice teachers' math vocabulary and conceptual understanding. The findings revealed a decrease in math anxiety as students' content knowledge increased and confidence in their ability to use mathematical vocabulary grew. Students who found both the course and mathematics challenging exhibited a higher degree of math anxiety by the conclusion of the course. Furthermore, students found the class discussions in which they practiced using mathematical vocabulary invaluable for increasing their content knowledge and preparing to explain concepts to their future students. Findings from this research can be used to inform teacher educator programs on the effectiveness of incorporating discourse to increase preservice teachers' mathematical vocabulary and content knowledge and indirectly affect their math anxiety. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]