The purpose of this study was to assess relationships among prior mathematics educational experience, anticipated teaching style, and anxiety for teaching mathematics. Pre-services elementary teachers (n=28) completed questionnaires measuring the style by which they had been taught mathematics in elementary school, anticipated mathematics teaching style, and anxiety for teaching mathematics (State-Trait Personality Inventory with changed heading) at the beginning of a mathematics methods course. The two latter measures were re-administered at the completion of the course. Teaching style was categoried as Teacher-Oriented or Student-Oriented. In general, teachers' initial anticipated mathematics teaching style was most similar to the style by which they had been taught mathematics in elementary school. However, no difference was found in initial anxiety for teaching mathematics between those who had been taught in a Teacher-Oriented or a Student-Oriented style in elementary school. Lowest initial levels of anxiety for teaching mathematics were found in those who anticipated teaching in a Student-Oriented style. There was a significant decrease in anxiety for teaching mathematics at the conclusion of the course with the largest decrease among those who changed their anticipated teaching style from Teacher-Oriented to Student-Oriented. Characteristics of the mathematics methods courses are discussed. (Contains 14 references.) (Author)