This pilot study examines the influence of a diagnostic and post-test format as a continuous diagnostic tool to help one cohort of elementary preservice teachers address their mathematics content area deficiencies in a proactive way. Fifty-four percent of the preservice teachers in the cohort were persons of color, and 96 percent were female. The goal of the course was to empower these preservice teachers with the knowledge and skills necessary to enroll in the mathematics methods course. Along with diagnostic and post-test data, the instructors used interviews and journals to address students' questions and concerns about the course. The findings show improvement in all of the mathematics subtopics that were tested. However, several areas remained problematic, especially word problems, area, and perimeter. In addition, the journals and interviews revealed a high level of mathematics anxiety for this cohort of preservice teachers. The diagnostic and post-test format may have increased mathematics anxiety for some participants and impeded their learning. However, courses like the one presented in this paper are needed to help prospective teachers, who are of any gender or race, to improve their conceptual understanding of mathematics. (Contains 25 references.) (SM)