This article presents an exploratory study on the affective experiences of future teachers. It examines a population of primary school students who recount past negative emotions related to mathematics and either continue to experience negative emotions about teaching mathematics (absence of mathematical redemption) or develop positive emotions about teaching mathematics (mathematical redemption). The research aimed to identify the triggering situations that influence the desire for mathematical redemption, either fostering or hindering it. In this study, future teachers' responses to the Teachers' Attitude Toward Mathematics and Its Teaching (TAMT) test were analyzed using the Theory of Cognitive Structure of Emotions (OCC Theory). The study first identified the presence or absence of mathematical redemption and then explored causal connections between triggering situations and the desire for mathematical redemption.