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This paper presents an analysis of pre-service teachers’ reflections on the consequences of their perceived public humiliation in school mathematics classrooms, based on Torres and Bergner’s (2010) model of the stages of humiliation. It analyses two examples of preservice teachers’ critical incident reflections from studies at two Australian universities. This research contributes to the frameworks through which primary pre-service teachers’ mathematics anxiety, and its implications for their identity development, might be understood.