Early childhood, elementary, exceptional education preservice teachers' levels of mathematics anxiety mathematics were investigated before and after a methods course. Data from informal discussions and questionnaire-guided narrative interviews revealed constructivist approaches within the methods course were instrumental in reducing preservice teachers' mathematics anxiety (p < 0.001) with elementary preservice teachers experiencing the highest mathematics anxiety reduction. These findings have implications regarding how approaches disseminated within a methods course can effectively and positively change preservice teachers' mathematics anxiety and how their mathematics anxiety levels can be interpreted and reduced.