Dominant cultural beliefs contend that mathematics is exclusive; only some have access to "the gift." Within classrooms and amidst everyday vernacular, scripts about mathematics and who can "do" mathematics reify such traditional beliefs. Mathematics teacher educators work with preservice teachers (PSTs) to challenge such beliefs, but they only represent a part of the community teaching PSTs. Non-mathematics teacher educators (TEs) may not overtly teach mathematical concepts, but within their hidden curricula, they likely transmit beliefs about mathematics and convey their positions as math people. Little research has been conducted on TEs' mathematical beliefs and identities; therefore, little is known about how they transmit or challenge traditional beliefs about mathematics to their PSTs. This article aims to start the conversation about the role of TEs in transforming or maintaining mathematical beliefs by reporting the findings from an analysis of seventeen TEs' responses to questions related to their general beliefs about mathematics and how they position themselves as math people. Most participants articulated innovative, inclusive beliefs about mathematics but refused to identify fully as math people. Self-exclusion explanations given for not identifying as math people included preferences to other content areas; comparisons to others; not having a profession that requires traditional school math; and perceived deficits in mathematical understanding, despite strengths, enjoyment, and/or confidence in mathematics courses and/or real-world problem solving. Analysis revealed avoidance of emotional suffering and risk at the root of some rejections of the "math person" identification. Implications and suggested future steps also are included.