The primary purpose of this study was to determine whether perceived professional development needs and emotional intelligence predicts mathematics teaching anxiety among mathematics pre-service teacher. This study employed descriptive and correlational designs. Using the stratified random sampling, 103 mathematics pre-service teachers were selected as participants from Davao del Nortes seven higher education institutions during the school year 2021–2022. Moreover, this study utilized three adapted and validated survey questionnaires to gather data, which were treated using mean, Pearson-r, and regression analysis. The findings suggested that pre-service teachers perceived professional development needs are highly addressed, and emotional intelligence is manifested most of the time. Furthermore, the mathematics teaching anxiety of mathematics pre-service teachers is less evident. Findings also revealed that both perceived professional development needs and emotional intelligence exhibit a significant negative correlation with mathematics teaching anxiety. In addition, only perceived professional development needs to predict mathematics teaching anxiety among mathematics pre-service teachers. Future researchers may consider the studys findings which may help them uncover other factors that might improve the conduct of perceived professional development needs and emotional intelligence in relation to mathematics teaching anxiety among mathematics pre-service teachers. With these, teachers and school administrators are encouraged to address professional development needs and assess and boost emotional intelligence to help eliminate mathematics teaching anxiety among mathematics pre-service teachers.