Preservice elementary teachers have been shown to generally possess poor mathematical knowledge (e.g. Goulding, Rowland, & Barber, 2002) and also strong negative attitudes toward mathematics (e.g. MacNab & Payne, 2004). Recently, national organizations have proposed interventions to address these issues (Conference Board of the Mathematical Sciences, 2001). This paper analyzes the impact of a content course intervention. When compared to a control group, the experimental group had a significantly more positive attitude toward mathematics. When previous achievement was partially controlled for, the experimental group scored significantly higher than the control group on a measure of content knowledge. (Contains 1 figure and 4 tables.)