Many factors are known to affect mathematics education. The purpose of this quantitative, correlational study was to examine if there is a predictive relationship between Mathematics Self-Efficacy and Mathematics Anxiety and whether or not Mindfulness moderates this relationship in preservice teachers. Theoretical foundation for the study included self-efficacy theory and mindfulness-to-meaning theory. An online survey composed of the Mathematics Self-Efficacy Scale, the Abbreviated Mathematics Anxiety Rating Scale, and the Five Facet Mindfulness Questionnaire was completed by 106 preservice elementary teachers in the United States. The data were utilized to answer two research questions: 1) Does Mathematics Self-Efficacy predict Mathematics Anxiety in preservice elementary teachers? and 2) Does Mindfulness moderate the relationship between Mathematics Self-Efficacy and Mathematics Anxiety in preservice elementary teachers? Multiple regression analysis revealed Mathematics Self-Efficacy to be a statistically significant predictor of Mathematics Anxiety, [beta] = 0.53, t(102) = 6.34, p < 0.001; however, the moderated multiple regression analysis did not find Mindfulness to be a statistically significant moderator of the relationship between Mathematics Self-Efficacy and Mathematics Anxiety. The study provided new information about the relationships among Mathematics Self-Efficacy, Mathematics Anxiety, and Mindfulness in a population of preservice elementary teachers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]