Using the Technological Pedagogical Content Knowledge (TPACK) survey (Koehler & Mishra, 2008) and an Abbreviated Mathematics Rating Scale (AMARS, Richardson & Suinn, 1972) to measure the Technological Knowledge and Mathematics Anxiety of 30 Postgraduate (PGCE) Primary pre-service teachers, the exploratory case study highlighted several indicators of Mathematics Technological Anxiety. Although data was collected using a variety of quantitative and qualitative measures, only the quantitative findings are initially discussed in this paper. Pre and posttest statistical analyses revealed that although pre-service teachers’ mathematics anxiety levels significantly decreased by the end of the course, technological knowledge did not significantly improve. Additionally, the TPACK survey revealed that technological anxiety ensued when student teachers felt pressurized to utilize technology to improve their personal mathematics content knowledge.