Mathematical communication is a fundamental components of contemporary approaches to mathematics education, playing an important role in promoting meaningful learning and mathematical reasoning. Despite its recognized importance, implementing this approach in mathematics classrooms remains challenging. This study investigated pre-service mathematics teachers’ perspectives on mathematical communication, the barriers to its implementation, and the relationship between these constructs. This applied study employed a descriptive survey–correlational design. The participants were 30 final-year pre-service mathematics teachers at Farhangian University, selected through convenience sampling. Data were collected using a researcher-developed questionnaire consisting of 14 items in two dimensions: “Mathematical Communication” and “Barriers to the Implementation of Mathematical Communication.” Content validity was confirmed, and reliability was satisfactory (Cronbach’s α = 0.768). Data were analyzed using one-sample t-tests, paired-samples t-tests, and Pearson’s correlation coefficient. The mean score for Mathematical Communication was significantly above the scale midpoint, whereas the mean score for Barriers to the Implementation of Mathematical Communication did not differ significantly from the midpoint. A significant difference and a positive correlation were also found between the two dimensions, indicating that participants with more favorable views of mathematical communication reported lower agreement with the existence of implementation barriers. Overall, pre-service mathematics teachers held positive views toward mathematical communication but considered its successful implementation dependent on appropriate educational conditions and resources. These findings underscore the need to strengthen practice-oriented preparation and expand experience-based learning opportunities in teacher education programs.