The purpose of this study was to determine the level of anxiety experienced by first-year non-mathematics teacher education students. Using statistics, it is hoped to ascertain whether there are any correlations between their level of anxiety and their demographic profiles. The researcher used a quantitative descriptive survey to collect data from 170 respondents who were purposefully picked based on pre-selection criteria. To do this, a 10-item Likert scale questionnaire devised by the researcher was employed, which was then subjected to a reliability test. The statistical analysis of the data was performed using the Statistical Package for Social Sciences version 23.0. The majority of responses were females between the ages of 15 and 19. The data indicate that respondents agree that they occasionally experience anxiety in classroom mathematics classes and that they experience fear during test and board-related activities. There was a correlation between respondent's age and gender and the level of anxiety experienced by non-mathematics major students when learning the course. Additionally, the results indicated that older students frequently reported greater levels of anxiety than younger students, and that female students are more anxious than male students during mathematics classes. The study advises that its findings be used to ascertain the genesis of anxiety and its associated intervention in the context of instruction.