Perceptions and attitudes of math teachers have an impact on students. Research has shown teachers with negative self-efficacy can build fear, anxiety, and even negatively affect students' math achievement. This research study addresses teacher candidate perceptions and attitudes (value, self-confidence, motivation, and enjoyment) toward mathematics through an elementary math methods course with social justice pedagogy. A purposive sample of 79 teacher candidates enrolled in an elementary mathematics methods course completed the Attitudes Toward Mathematics Inventory (ATMI). The quantitative data analysis revealed statistically significant differences in teacher candidates' self-confidence, value, enjoyment, and motivation toward mathematics after completion of the elementary math methods course. The inclusion of an elementary mathematics methods course with an emphasis on social justice pedagogy in educator preparation programs can better prepare teachers to teach math, enhance teacher candidates' attitudes towards math, and positively impact future generations' attitudes towards math.