Increasing numbers of primary pre-service teachers (PSTs) enrolled in Education degrees in Australia enter university with insufficient mathematical content knowledge (Livy & Vale, 2011) and low confidence levels about their ability to teach and do the mathematics required for their intended role as classroom teachers (Wilson, 2009). Mentoring of PSTs by highly capable and experienced classroom teachers, within the framework of a structured and well-planned mentoring programme (Hudson & Peard, 2006), has the potential for developing the confidence, and thus alleviating the mathematics anxiety exhibited by PSTs.