This paper addresses students' affect toward mathematics in relation to the learning environment created by the teacher through the analysis of the mathematical autobiographies of students at four different institutions of higher learning in the Southeast. Most of the students were in teacher education programs. The original intent was to compare students' affect toward mathematics with their mathematical experiences in elementary school. Information provided in the writings of the students is multi-faceted. Results revealed that the dedicated teachers who empowered students to reach their full potential inspired others to become teachers. It is concluded that all teachers should realize the scope of their influence and see the learning environment they create through the eyes of their students. (ASK)