This descriptive-correlational study aimed to determine the level of mathematics anxiety attitude towards mathematics, level of coping in mathematics, and their influence on the teaching performance of pre-service teachers. The respondents were the 58 or 89% pre-service teachers from six accredited Teacher Education Institutions (TEIs) in Iloilo City. The data-gathering instruments were the Mathematics Anxiety-Apprehension Survey adopted from McCormick and Scott, Fennema-Sherman Mathematics Attitude Scale, researcher-made Anxiey-Coping Mechanism Rating Scale and Student Teacher Rating Sheet adopted from West Visayas State University, College of Education. The statistical tools used were the mean, standard deviation, t-test, one-way analysis of variance, and step-wise multiple regression analysis. The tests in all hypothesis were set at .05 alpha level. All statistical computations were computer-processed using the SPSS software. Findings reveal that thee level of mathematics anxiety among pre-service teachers was "low" and the attitude towards mathematics was "positive". The level of coping in mathematics was "good", and their level of teaching performance as a whole was "outstanding". Significant differences existed in the level of mathematics anxiety when the participants were grouped according to type of school and sibling rank. However, no significant difference existed when they were grouped according to type of school, in favor of those from the public schools. Mathematics attitude was a significant predictor of teaching performance.