This paper presents the findings of a study that assessed the numeracy competency of more than 200 students enrolled in pre-service primary teacher education. The Mathematics Thinking and Reasoning assessment consisted of 10 tasks that included 2-digit computations and proportional reasoning. Students rated their attitudes towards mathematics at primary and secondary school, and currently. Analysis of the data showed that university admission status was not related to students' scores on the assessment tasks. The correlation between meeting the University Entrance Numeracy Requirements and the total correct was very modest. The implications of these findings for ITE providers are presented.