In this paper, three elements of primary pre-service teachers' relationships with mathematics are explored: mathematical achievement, feelings about the subject, and confidence to teach mathematics. At the beginning of their programme, under half of the pre-service teachers did not meet the numeracy requirements and took part in a support programme. By the end of their first year, 95% of the cohort had met the numeracy requirements of the course. Sixty-five percent of the pre-service teachers surveyed liked or felt neutral about the subject, and 38% felt confident to teach mathematics when they graduated.