This article identifies the attitudes towards mathematics of graduate teachers from the Early Childhood Education program Los Lagos University. The methodology is based on a complex, constructed and unplanned view of reali-ty, so its approach is presented as quantitative. To inter-pret the results, an analytical-descriptive perspective was used, taking Azusmendi's scale (1992) as the basis for analyzing the results. The population consisted of 59 edu-cators. For the selection of the sample, a simple random sampling was used, and 16 female graduates participa-ted in the study. As a technique, a survey was selected, and a questionnaire was used as an instrument. The re-lationship between the following dimensions was explo-red: (a) Cognitive; (b) Behavioral; and (c) Affective, with the purpose of knowing the developed competencies in the educators, at the same time acting as a preliminary diagnosis for the new institutional formative model and the redesigns of the program.