This study investigates the relationship between mathematics anxiety and mathematics problem-solving proficiency among pre-service secondary mathematics teachers (PSMTs) in a Philippine university. The mixed-method sequential explanatory research design was utilized to understand math anxiety's role in their problem-solving proficiency. Complete enumeration-based survey data were obtained from Fennema-Sherman Math Anxiety Scale (MAS) and author-developed non-routine math problem-solving proficiency test (MPSPT) questionnaires. Results showed the prevalence of low to average levels of math anxiety levels, and novice to practitioner levels of problem-solving proficiency among PSMTs. Correlation analysis, however, revealed a statistically significant weak linear relationship between the two variables. Simple linear regression analysis revealed MAS rating significantly has a weak ability to predict MPSPT score. Interviews were employed for in-depth understanding of the phenomenon. Findings suggest the prevalence of weak math anxiety in pre-service math teachers should still be taken seriously when crafting classroom activities. Other factors must be explored to determine a more accurate model for predicting MPSPT scores.