This study investigated the relationship of emotional quotient, mental toughness, mathematics anxiety, and mathematics performance among second year teacher education students of the Iloilo State College of Fisheries System; and developed an enhanced general education mathematics curriculum. This was a quantitative study that made use of the descriptive correlational design. The subjects of the study were the 160 second year BSED and BEED students who were enrolled in the first semester of SY 2012-2013 at Iloilo State College of Fisheries (ISCOF) system and had taken Fundamentals of Mathematics (Mathematics I) and Contemporary Mathematics (Mathematics 2), which are the general education mathematics subjects for teacher education students as prescribed by CHED. Phase One of the study utilized four sets of instruments, namely: Bar On Emotional Quotient Inventory: Short Version (Bar On EQi:s), Mental Toughness Questionnaire (MTQ$*), Mathematics Anxiety Questionnaire, and Mathematics Achievement Test. Results revealed that the students had low total emotional quotient and also low in the intrapersonal, interpersonal, and general mood subscales. the mental toughness of the students was average and in areas of challenge and confidence. They had below average levels of commitment and control. Students were average in their mathematics anxiety and mathematics performance. Correlation analysis results showed that there was a significant positive relationship between the total emotional quotient and the interpersonal subscale to mathematics performance of the respondents. Significant positive relationship also existed between total mental toughness and the subscales of commitment and control to mathematics performance. Mathematics anxiety had a significant negative relation with mathematics performance. Students'total emotional quotient and all its subscales were significantly correlated to total mental toughness. Likewise, the emotional quotient of the students was also correlated to all the subscales of mental toughness. All subscales of emotional quotient were significantly correlated to commitment and the confidence of mental toughness. There was a significant negative relationship between the total emotional quotient and the interpersonal, stress management, and general mood subscales to mathematics anxiety. The total mental toughness of the students and the subscales of challenge, commitment, and control had a significant negative correlation to mathematics anxiety. Among the variables, mathematics anxiety was the significant predictor of mathematics performance. All the results found in the Phase One were taken as bases for developing an enhanced general education mathematics curriculum for teacher education students.