Described is the mathematics achievement of 391 elementary education majors at the University of Arizona. Students were administered two subtests of the California Achievement Test: the Mathematics Computation Subtest and the Mathematics Concepts and Application Subtest. The CAT was administered in a non-standard manner. Students were allowed three hours to complete all seven subtests rather than the specified times allotted for each subtest in the test manual. The mean score on the total mathematics section was 82%. The prospective teachers scored higher on the computation subtest than on the concept/application subtest. Correct responses for items ranged from 69% to 99% (mean 85%) on the computation subtest and from 46% to 97% (mean 81%) on the concept/application subtest. Correlations between the scores on the two tests was .83. Results for each of the mathematics tests are analyzed by item for skills and knowledge required. The prospective teachers were more likely to possess knowledge of terms and symbols, and computational skills, than to be able to coordinate and apply this knowledge when solving multi-step problems. Some students had difficulty in transferring algorithms for computing with fractions to analogous algorithms for computing in algebra. (RH)