Students who are anxious about mathematics elect to take fewer mathematics courses in high school and college. This math avoidance is also typical for many first-year elementary school teachers who show high levels of mathematics anxiety. These teachers schedule less time for mathematics instruction than their less anxious colleagues. This paper reports on preservice teachers' affective responses to computers as a medium for learning and understanding mathematics. Three main themes emerged from the students' responses: (1) the computer in relation to their status as learners; (2) the computer in relation to their status as future teachers; and (3) the computer as a medium for communication. Overall, the incorporation of computer activities into mathematics content courses, in addition to lectures and manipulative labs, was a positive experience for the preservice teachers as well as for the instructors. The computer activities helped students develop a deeper understanding of the mathematical concepts taught, which was the primary goal for introducing the computers. The computer sessions contributed to a more relaxed classroom atmosphere and served as an incentive for more consistent class attendance for some students. The ease of electronic communication also led to extended and more personal teacher-student interactions. (PVD)