Mathematics is key during teaching and school management; the relevance of teaching introductory mathematics to the pre-service teachers at universities was investigated. A random sample of 80 pre-service teachers and a quantitative experimental design were adopted. The results indicated that there was a significant difference at 0.05 level between the mathematical concepts pre-service-teachers had at entry and at the end of the introductory course in mathematics, there was no significant difference at 0.01 level between the pre-service teachers' scores in introductory mathematics and their subjects of specialization at the start of the course but the difference was significant at 0.01 level at the end of the course. Also, there was a change in the pre-service teachers' mindset about the course over time during the teaching and learning process.