The purpose of this study is to analyze the relationships between the flow states and undergraduate attitudes' towards math and engagement in a mathematics course in an education faculty. The results showed that the more positive attitudes the students had towards mathematics courses, the more flow they experienced and the less anxiety they had in mathematics courses. In addition, the flow and anxiety levels of the students varied according to their major fields of study. The groups with the lowest levels of anxiety and the highest levels of flow state were students who were studying mathematics education and science education, whereas the students studying computer technology education had the highest levels of anxiety and the lowest levels of flow state. Increasing emotional engagement and positive attitudes of students in mathematics courses can help them stay longer in flow state.