This research explored the self-perceptions of pre-service secondary mathematics teachers at one Australian university. Specifically, the researcher investigated the extent to which these teachers perceived their readiness to commence a full-time, secondary mathematics teaching position. The research relied principally on the use of a qualitative research instrument administered before and after participants undertook their major teaching practicum. Participant responses indicated varying degrees of readiness to teach secondary mathematics. An analysis of responses suggests three key findings: Pre-service teachers require further training in mathematical content; training in mathematics pedagogy; and the teaching practicum confirmed initial participant perceptions of teaching readiness.