In this study, the authors wanted preservice teachers’ (PSTs) to understand and recognize that their beliefs and stereotypes about math, along with their level of math anxiety, have a direct correlation to how they teach math, both positively and negatively. Negative math experiences lead PSTs to think they are not good at math. This lack of math knowledge and confidence then impacts the type of math teacher they become. In order to provide the PSTs alternative ways to teach math, this study implemented research-based practices aimed to math anxiety and change their negative beliefs and stereotypes. The authors found that PSTs loved the variety of ways math manipulatives were taught and used. This evidence suggested that the specific strategies utilized by the professor would have a positive impact on the PSTs’ beliefs and stereotypes about math, along with decreasing their level of math anxiety.