The purpose of this study was to use elements for developing teacher identity, personal philosophy, beliefs about teaching and learning, and reflection to frame an examination of the effect of Positive-Attitude Cues (PACs) on teacher candidates’(n = 135) mathematics anxiety and expressive writing. Participants were randomly assigned to a treatment (PACs) or control group (No-PAC) and their dispositions about mathematics were examined using the Revised Mathematics Anxiety Rating Scale (MARS-R); which had a Cronbach’s alpha of 0.96 and an expressive writing task before and after the intervention. A significant main effect of test time showed that participants in the posttest condition: (M = 67.54, SD = 19.06) responded with less total mathematics anxiety than participants in the pretest condition (M = 73.22, SD = 19.78), F (1, 133) = 40.61, p < .001, d = -.29; (M = 41.56, SD = 11.82) responded with less learning mathematics anxiety than participants in the pretest condition (M = 45.36, SD = 12.98), F (1, 133) = 38.56, p < .001, d = -.31; and (M = 25.98, SD = 8.03) responded with less mathematics test anxiety than participants in the pretest condition (M = 27.88, SD = 7.74), F (1, 133) = 29.55, p < .001, d = -.24. Also, there was a significant increase in the percentage of positive expressive writing tasks by PAC participants pre (N = 27) (M = .40, SD = .49) versus post (N = 56) (M = .84, SD = .37) intervention; p < .001 (2-sided); and no-PAC participants pre (N = 24) (M = .35, SD = .48) versus post (N = 60) (M = .88, SD = .33) intervention; p < .001 (2-sided). The results of this study can inform leadership and policy related to educator preparation.