Mathematics anxiety and self-efficacy in teaching mathematics are essential elements that play a crucial role in properly instructing children with disabilities in the field of mathematics, particularly for pre-service special education instructors. The present study examined the relationship between mathematics anxiety and self-efficacy in teaching mathematics to children with disabilities among pre-service special education instructors. Significantly, the present study examined the influence of gender, practical training, academic year, and course load on levels of mathematics anxiety and self-efficacy in the context of teaching mathematics. The study involved a cohort of 157 pre-service special education teachers. The findings of the study indicated that individuals in the pre-service special education teacher programme expressed a moderate degree of anxiety about mathematics and a high level of confidence in their ability to effectively teach mathematics to children with disabilities. In addition, there was a modest negative correlation seen between mathematics anxiety and self-efficacy for instructing students with impairments in mathematics, but this correlation did not reach statistical significance. There was no observed correlation between gender and math anxiety, as well as self-efficacy in teaching mathematics. The results of this study indicate that it is important for teacher education programmes to focus on addressing mathematics anxiety and improving self-efficacy in pre-service special education instructors. This will help to facilitate successful mathematics instruction for children with disabilities.