This study focuses on math anxiety and how it affects students’ learning processes. Math anxiety is experienced by people of all ages, and affects math performance (Beilock & Maloney, 2015). Math anxious teachers can pass on their math anxiety to their students through a number of different ways, including fixed mindsets, negative attitudes and language surrounding math, and low expectations for students (Ramirez et al., 2018). The researcher conducted a study to explore whether or not college education majors knew about math anxiety and how to help students who have it, as well as if they know about and deal with their own math anxiety. The researcher used the following questions to guide their research: Do education students receive support for their own math anxiety? Do education students understand math anxiety and the effects their own anxiety has on their future students? Are education students given strategies to work with students with math anxiety? Using a phenomenological research approach, the researcher conducted individual, semi-structured interviews with five senior college students majoring in education. At the end of the interviews, the researcher shared information about math anxiety with the participants and asked them questions. Following the completion of the interviews, the researcher conducted a focus group with the participants and asked them follow up questions about their experiences in their education classes based on the answers from the interviews. The researcher found that the participants felt prepared and confident to teach math and help students with their math anxiety. However, participants also agreed that they did not feel comfortable with their own math anxiety and did not receive help with dealing with it, and believed that learning about this in their college coursework would have been beneficial.