Problem solving is a very important aspect of mathematics education and requires more attention and support from the teachers. Problem solving gives students the opportunity to apply mathematics to problems encountered. To solve problems, of course, skills are needed, not just mathematical knowledge. So, knowing the problem solving skills of prospective mathematics teacher is very important because it can be used to determine the next steps for the advancement of mathematics education.

Not all difficulties in learning mathematics are caused by cognitive factors. Some children and adults have mathematical anxiety that greatly disrupts their performance, especially in solving mathematical problems. Mathematical anxiety is anxiety about one's ability to learn or to do mathematics. Math anxiety often affects students in performing mathematical tasks.

This research was to explore the problem solving skills of prospective math teacher who have high level of math anxiety and prospective math teacher who have low level of math anxiety in solving mathematics problems. The subjects of this research were two students of prospective math teacher. Data were collected through tests, assignments, questionnaires and task-based interviews. The results of this study indicate that: subject with low mathematics anxiety levels showed different problem solving skills compared to subject with high mathematics anxiety levels, in terms of representing problems, determining strategies and finding alternative answers and implementing them to find the solutions. The subject with high level mathematics anxiety is less precise in establishing strategies, and less accurate in formulating the mathematics expression, the way to find the solution is less systematic and logic.