Mathematics Teaching Anxiety (MTA) strongly conditions the professional practice of primary school teachers. The study objective was to explore the MTA of future Costa Rican teachers using a structural equation model evaluation. The model collected the relationships between this construct and prospective teacher age, work experience, performance, and preferences regarding the school grade they wished to teach. The sample consisted of 223 prospective teachers. A descriptive exploratory data analysis was first performed, which, together with the information extracted from the literature, allowed formulating and evaluating a structural equation model. The model evaluation suggested that MTA influences academic performance and the participants’ desired level of teaching of mathematics. Moreover, teaching experience and age influence MTA.